Mehrabi Tayebeh, Behzadi Somayeh, Sabouri Farhad, Alavi Mousa
Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Counselling Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Iran J Nurs Midwifery Res. 2016 Mar-Apr;21(2):118-23. doi: 10.4103/1735-9066.178225.
Motivation to academic achievement is critical for students of medical sciences, particularly nursing students. It is directly related to high levels of achievement and quality of life. Accordingly, diminished motivation would result in academic decline, study and work desertion and exhaustion. Therefore, this study aimed to investigate the effect of cognitive behavioural intervention on the motivation for academic achievement of the nursing students.
This study was conducted on 64 female nursing students who were recruited to study based on the inclusion criteria. After sampling, the subjects were randomly assigned to study and control groups. Then, cognitive behavioural intervention was administered in study group during 60 days. Academic motivation scale was filled before, after and one month after the intervention. Data were analyzed by descriptive and inferential statistical tests (Chi-square, t-test).
After the intervention, mean scores of academic motivation were significantly increased in study group, compared to control group (P < 0.001). Comparison of the mean scores of academic motivation in two groups revealed a significant increase in mean score of academic motivation 151.50 (20.22) after cognitive behavioural intervention (P < 0.001).
The findings suggested that cognitive behavioural intervention was a valuable psychotherapy technique to improve academic achievement motivation among nursing students.
学术成就动机对医学专业学生，尤其是护理专业学生至关重要。它与高水平的成就和生活质量直接相关。因此，动机减弱会导致学业成绩下降、学习和工作荒废以及倦怠。因此，本研究旨在探讨认知行为干预对护理专业学生学术成就动机的影响。
本研究对64名符合纳入标准的女护理专业学生进行。抽样后，将受试者随机分为研究组和对照组。然后，在研究组中进行了为期60天的认知行为干预。在干预前、干预后及干预后1个月填写学术动机量表。数据采用描述性和推断性统计检验（卡方检验、t检验）进行分析。
干预后，研究组的学术动机平均得分与对照组相比显著提高（P < 0.001）。两组学术动机平均得分比较显示，认知行为干预后学术动机平均得分显著提高至151.50（20.22）（P < 0.001）。
研究结果表明，认知行为干预是提高护理专业学生学术成就动机的一种有价值的心理治疗技术。
