McEwan L, Goldenberg D
Neurology (Multiple Sclerosis Clinic), London Health Sciences Centre, Ontario.
Nurse Educ Today. 1999 Jul;19(5):419-30. doi: 10.1054/nedt.1999.0327.
Forty-one first semester master level nursing students from three Canadian universities participated in this descriptive correlational study to identify the influence of achievement motivation and anxiety on their academic success. Academic success was determined by their first semester grade point average (GPA). Participants had high achieving tendencies (M = 73.5) and academic ability (M = 81.9), supporting Atkinson's (1957, 1964) achievement motivation theory which was used as the framework. While state anxiety was negatively correlated, trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had a greater potential for predicting students who would succeed, which has implications for nurse educators, administrators and researchers. However, the need to assess both cognitive and non-cognitive variables to determine master level nursing students' ability to succeed is recommended.
来自三所加拿大大学的41名护理学硕士一年级学生参与了这项描述性相关性研究，以确定成就动机和焦虑对他们学业成绩的影响。学业成绩由他们第一学期的平均绩点（GPA）决定。参与者具有较高的成就倾向（M = 73.5）和学术能力（M = 81.9），这支持了作为本研究框架的阿特金森（1957年、1964年）成就动机理论。虽然状态焦虑呈负相关，但特质焦虑是学业成绩的唯一有效预测指标。学术能力和内在焦虑在预测学生能否成功方面具有更大潜力，这对护理教育工作者、管理人员和研究人员具有启示意义。然而，建议评估认知和非认知变量，以确定护理学硕士学生的成功能力。
