Filiz N Y, Erol F, Başaran H, Tanrikulu F, Dikmen Y
Research Assistant, Sakarya University School of Health, Nursing Department, Sakarya, Turkey.
Curr Health Sci J. 2018 Apr-Jun;44(2):176-180. doi: 10.12865/CHSJ.44.02.14. Epub 2018 Mar 27.
This study was conducted to determine the achievement orientation of nursing and midwifery students and to examine some factors that may affect their achievement orientation.
MATERIAL/METHODS: The descriptive sample of this research was created by 209 first-year students voluntarily attending and studying in the Department of Nursing and Midwifery at the Faculty of Health Sciences of a public university in Turkey. The data were collected with "Student Presentation Form" and "2x2 Achievement Orientation Scale". Mann Whitney-U test and Kruskal Wallis test were used with frequency, percentage, arithmetic mean and standard deviation in evaluating the data.
The students were found to have 3.39±0.54 in the learning-approach orientation sub-dimension, 3.27±0.75 in the learning-avoidance orientation sub-dimension, 2.73±0.76 in the performance-approach orientation sub-dimension and 2.74±0.74 points in the performance-avoidance orientation sub-dimension. A significant difference was found between the students' gender, their reasons for choosing a career, and the factors that led them to succeed and the mean of the learning-approach orientation score. On the other hand, there was no statistically significant difference between the achievement orientation of the students and the variables such as age, high school type they graduated, and department preference order.
According to the results of the study, it was seen that nursing and midwifery students have predominantly learning-approach orientation. Moreover, it was determined that female students, who selected their profession because of their interest and who expressed that the factor motivate themselves for the achievement is themselves, had higher learning orientation.
本研究旨在确定护理和助产专业学生的成就取向，并探讨可能影响其成就取向的一些因素。
材料/方法：本研究的描述性样本由土耳其一所公立大学健康科学学院护理与助产系的209名自愿就读的一年级学生组成。数据通过“学生陈述表”和“2×2成就取向量表”收集。在评估数据时，使用曼-惠特尼U检验和克鲁斯卡尔-沃利斯检验以及频率、百分比、算术平均值和标准差。
发现学生在学习方法取向子维度的得分为3.39±0.54，在学习回避取向子维度的得分为3.27±0.75，在成绩趋近取向子维度的得分为2.73±0.76，在成绩回避取向子维度的得分为2.74±0.74。学生的性别、选择职业的原因以及导致他们成功的因素与学习方法取向得分的平均值之间存在显著差异。另一方面，学生的成就取向与年龄、毕业的高中类型和专业偏好顺序等变量之间没有统计学上的显著差异。
根据研究结果，发现护理和助产专业学生主要具有学习方法取向。此外，还确定因兴趣而选择该职业且表示激励自己取得成就的因素是自身的女学生具有更高的学习取向。
