Goal Orientation and its Relationship to Academic Success in a Laptop-based BScN Program

Abstract

This longitudinal study, conducted within a laptop-based BScN program examines the relationship of goal orientation profiles to comfort with technology and academic success. In phase 1 of this study, 101 first year nursing students completed an on line survey. The measurement tools used were Goal Orientation Assessment, Multiple Intelligences Learning Inventory and a locally developed Technology Comfort survey. Results showed that students were predominately high in the mastery goal orientation profile. Males had a higher comfort level with technology. Age was inversely related to comfort with technology. An unexpected finding was that grade point average was inversely related to comfort with use of technology. The data did not support the commonly held belief that today's students are uniformly well-skilled and comfortable with new technologies. This study will continue over the next three years and will allow comparison of variables over time. Specific teaching interventions may be developed to accommodate varying learning and motivational styles in relation to comfort with technology.

Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments

“…Ideally, medical students were motivated by mastering knowledge and skills rather than comparing their performance to others and avoiding undesirable outcomes. This is consistent with the findings of Goldsworthy, Goodman, and Muirhead (2005) and Sobral (2004).…”

The motivational development of Norwegian nursing students over the college years

“…Second, recent nursing education literature on motivation has generally focused on students’ motivation to choose nursing education and to become a nurse (e.g. Rognstad 2002; Pearcey & Elliott 2004; Erickson et al 2005), with relatively few studies focusing on nursing students’ motivation to learn (see, however, McEwan & Goldenberg 1999; Reagan 2003; Goldsworthy, Goodman, & Muirhead 2005). Moreover, the studies focusing on motivation to learn seem to contain little theoretical discussion of the various forms of academic motivation and their development over time.…”