Mohamed Mohamed Bayoumy Hala, Alsayed Sharifa
Department of Nursing, Cairo University, Giza, Egypt.
College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.
Adv Med Educ Pract. 2021 Apr 19;12:351-369. doi: 10.2147/AMEP.S272745. eCollection 2021.
Learning engagement, motivation and academic achievement are vital growing areas in academic research. Evidence suggests that students' engagement and motivation are positively linked to improved quality of learning. However, limited number of research studies have been conducted within this scope. Therefore, the present study was conducted to investigate the relationship of learning engagement, motivation and academic performance among university nursing students.
A descriptive design, with a comparative correlational approach for data analysis, was used to describe and compare study outcomes. Data was collected from 425 students at King Saud bin Abdul-Aziz University for Health Sciences campuses in Riyadh, Jeddah and Alhasa. Study instruments included background data sheet, students' engagement in schools (SESQ-ENG), engagement facilitators (SEI), academic motivation (AMS), and academic achievement as measured by cumulative and last semester grade point average (cGPA, sGPA).
Overall, level of engagement was moderate (mean = 3.70±0.63) with significant differences among campuses (F = 18.88, p≤001). Students' perceptions of engagement facilitators and academic motivation were high (mean= 2.98 ±0.49, 4.89 ±1.03, respectively), and both varied by campus (F=6.35, p=0.002, F=9.85, p≤.001, respectively). Engagement, motivation, and academic achievement showed medium to large correlations (i.e., between 0.20 and 0.63). Multiple regression equation including age, academic progress, academic engagement, motivation and engagement facilitators significantly explained 24% of variance in cGPA (F (5, 226) =14.209, p < 0.001) and 22% of the variance in sGPA (F (5, 214) = 12.202, p < 0.001).
This study showed significant associations of students' engagement, facilitating conditions (e.g., engagement-fostering aspects), and students' motivation with significant effect on academic achievement. It is hoped that findings of this study could be used as quality indicators to direct school efforts towards achieving excellence in nursing education.
学习参与度、动机和学业成绩是学术研究中至关重要的新兴领域。有证据表明，学生的参与度和动机与学习质量的提高呈正相关。然而，在此范围内进行的研究数量有限。因此，本研究旨在调查大学护理专业学生的学习参与度、动机与学业成绩之间的关系。
采用描述性设计，并运用比较相关分析方法进行数据分析，以描述和比较研究结果。数据收集自利雅得、吉达和哈萨的沙特国王阿卜杜勒阿齐兹卫生科学大学各校区的425名学生。研究工具包括背景数据表、学生在学校的参与度（SESQ - ENG）、参与促进因素（SEI）、学业动机（AMS）以及用累积平均绩点和上学期平均绩点（cGPA，sGPA）衡量的学业成绩。
总体而言，参与度水平中等（均值 = 3.70±0.63），各校区之间存在显著差异（F = 18.88，p≤0.001）。学生对参与促进因素和学业动机的认知较高（均值分别为2.98±0.49、4.89±1.03），且两者在不同校区也存在差异（F = 6.35，p = 0.002；F = 9.85，p≤0.001）。参与度、动机和学业成绩显示出中等至较大的相关性（即介于0.20和0.63之间）。包含年龄、学业进展、学业参与度、动机和参与促进因素的多元回归方程显著解释了cGPA中24%的方差（F(5, 226) = 14.209，p < 0.001）以及sGPA中22%的方差（F(5, 214) = 12.202，p < 0.001）。
本研究表明学生的参与度、促进条件（如促进参与的方面）和学生的动机之间存在显著关联，对学业成绩有显著影响。希望本研究结果可作为质量指标，指导学校努力实现卓越的护理教育。
