Exploring Perceptions of Students’ Academic Motivation by University Professors - A Qualitative Study

Ghorbanzadeh, Kobra; Hosseini, Mohammadali; Dalvandi, Asghar; Hajar, Sadeghi

doi:10.5812/erms.69363

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…In contrast, extrinsic motivation is about doing something to obtain incentives or avoid punishment (2,9). Extrinsically motivated nursing students are more engaged in activities to obtain good grades because they want to obtain good jobs and secure their future (7,10).…”

Section: Introductionmentioning

confidence: 99%

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Aslam,

Ajani,

Zahid

et al. 2023

Preprint

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Background Nursing students must be motivated to acquire enough knowledge and skills to provide holistic patient care. As nursing students deal with human lives, a lack of motivation may produce incompetent nurses that may lead to a destructive effect on public health, resulting in a loss of capital. Hence, it is pivotal to consider the importance of academic motivation in the journeys of nursing students. This study aimed to assess the mean motivation score of undergraduate nursing students. It also explored the factors that affect the academic motivation of undergraduate nursing students. Methods An analytical cross-sectional study design was employed. A stratified sampling technique was used, and 233 undergraduate nursing students were recruited from a private nursing school in Karachi, Pakistan. The data were collected by using a self-developed questionnaire as a measuring instrument. ANOVA and t tests were applied to explore the mean motivation score among undergraduate nursing students. Results This study showed that students were extrinsically motivated; the final-year students had the lowest mean motivation score. Moreover, female students were more motivated; most students joined nursing because of their family's wishes. Conclusion As motivation decreased in the final year and students were extrinsically motivated, it is recommended that faculty members' roles are vital to promote intrinsic motivation. Different teaching-learning strategies can be used to enhance the involvement of students in educational activities.

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Section: Introductionmentioning

confidence: 99%

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Aslam,

Ajani,

Zahid

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…When nursing students feel that they are recognized, they appear to have a more increased level of academic motivation. Motivation is a crucial factor for academic growth and success and is regarded as a pre-requisite in the process of teaching-learning (Ghorbanzadeh et al, 2018). Saeedi and Parvizy (2019) cited that the strategies to promote academic motivation of nursing students include strategies pertinent to professors such as empowering and motivating to improve the quality of teaching as well as strategies pertinent to students such as creating a positive attitude toward nursing, empowering, and encouraging academic achievement.…”

Section: Limits and Discussionmentioning

confidence: 99%

Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

Padagas

2020

RREM

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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

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The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

Jafari,

Sharifi,

Chorami

et al. 2024

Educ Res Med Sci

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Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P < 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P < 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

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Exploring Perceptions of Students’ Academic Motivation by University Professors - A Qualitative Study

Cited by 3 publications

References 8 publications

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

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