Karabatak Songül, Turan Gülcan Bahçecioğlu, Alanoglu Muslim
Faculty of Education, Fırat University, Elazığ, Turkey.
Department of Nursing, Faculty of Health Sciences, Fırat University, Elazığ, Turkey.
Nurse Educ Today. 2023 Nov;130:105949. doi: 10.1016/j.nedt.2023.105949. Epub 2023 Aug 25.
Nursing education is a curriculum that assists individuals to manage nursing practices in health, illness, and rehabilitation processes. The curriculum aims to train nurses who will work in healthcare systems.
This study was conducted to examine the effect of the perception of Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation-based teaching method on attitudes and academic self-efficacy of nursing students towards learning.
A cross-sectional, correlational study.
This study was performed in the nursing department of a state university located in Elazig in the east of Türkiye.
A total sample of nursing students (n = 344).
Data were collected using a personal information form, ARCS motivation theory-based teaching scale, academic self-efficacy scale and attitude towards learning scale.
According to the research model, it was found that the perception of teaching with ARCS motivation positively and significantly affected the academic self-efficacy (β = 0.301) and attitudes towards learning (β = 0.242) of nursing students. In addition, their academic self-efficacy also had a positive and significant effect on their attitudes towards learning (β = 0.289). The indirect effect of the perception of teaching with ARCS motivation on students' attitudes towards learning through their academic self-efficacy (β = 0.087) was found to be positive and significant. The total effect of perception of teaching with ARCS motivation method on nursing students' attitudes towards learning (β = 0.329) was found to be positive and significant. In the model, the perception of teaching with ARCS motivation method was found to explain 9 % of students' academic self-efficacy and the total of the model was found to explain 18 % of students' attitudes towards learning. Model fit indices values have been detected as; χ/df = 2.16, RMSEA = 0.058, SRMR = 0.080, CFI = 0.821 and TLI = 0.814.
It is seen that the perception of teaching with ARCS motivation supports the attitudes of nursing students towards learning. Moreover, it also shows that teaching with ARCS motivation positively affects the attitudes of students towards learning through their level of self-efficacy.
护理教育是一门帮助个人在健康、疾病和康复过程中管理护理实践的课程。该课程旨在培养将在医疗保健系统中工作的护士。
本研究旨在探讨基于注意力、相关性、自信心和满意度（ARCS）动机的教学方法对护理专业学生学习态度和学业自我效能感的影响。
一项横断面相关性研究。
本研究在土耳其东部埃拉泽的一所国立大学护理系进行。
护理专业学生总样本（n = 344）。
使用个人信息表、基于ARCS动机理论的教学量表、学业自我效能量表和学习态度量表收集数据。
根据研究模型，发现基于ARCS动机的教学认知对护理专业学生的学业自我效能感（β = 0.301）和学习态度（β = 0.242）有积极且显著的影响。此外，他们的学业自我效能感对他们的学习态度也有积极且显著的影响（β = 0.289）。发现基于ARCS动机的教学认知通过学生的学业自我效能感对学生学习态度的间接影响（β = 0.087）是积极且显著的。发现基于ARCS动机方法的教学认知对护理专业学生学习态度的总影响（β = 0.329）是积极且显著的。在该模型中，发现基于ARCS动机方法的教学认知解释了学生学业自我效能感的9%，模型整体解释了学生学习态度的18%。模型拟合指数值检测为：χ/df = 2.16，RMSEA = 0.058，SRMR = 0.080，CFI = 0.821，TLI = 0.814。
可以看出，基于ARCS动机的教学认知支持护理专业学生的学习态度。此外，这也表明基于ARCS动机的教学通过学生的自我效能感水平对学生的学习态度产生积极影响。
