Sabaliauskas Stanislav, Ingelevič Kamile, Misiūnienė Oksana, Jakavonytė-Akstinienė Agnė
Department of Nursing, Faculty of Medicine, Institute of Health Science, Vilnius University, M. K. Čiurlionio St. 21, LT-03101 Vilnius, Lithuania.
Nurs Rep. 2025 Aug 15;15(8):300. doi: 10.3390/nursrep15080300.
: This cross-sectional, descriptive correlational research investigated the relationship between stress, academic motivation, and subjective vitality among nursing students. : Participants were recruited through a non-probability purposive sampling approach. An anonymous online survey was conducted with 188 first- to fourth-year study nursing students, assessing their perceived academic stress using the Perceptions of Academic Stress Scale, academic motivation using the Student Academic Motivation Scale (SAMS-21), and subjective vitality using the Subjective Vitality Scale. Descriptive statistics, bivariate correlational analysis, and multivariate analysis were employed in this study. : The results indicate that students experience moderate stress levels during exam sessions, with higher stress associated with workload and examinations. Academic motivation was characterized by high extrinsic motivation, which identified regulation and intrinsic motivation to know. A significant difference in a form of extrinsic motivation-introjected regulation-was found between student groups, with a tendency for this motivation to decrease over the years of study. No statistically significant relationship was found between students' academic stress and subjective vitality. : Academic stress related to workload and exams is determined by both demographic factors, such as age and year of study, and psychological factors, including academic self-perception and amotivation, which highlight the multifaceted nature of the stress experienced by nursing students. Students' subjective vitality is related to intrinsic motivation-to know and achieve-and to all extrinsic motivation. External forms of regulation, especially introjected regulation, are significantly related to students' subjective vitality.
本横断面描述性相关研究调查了护理专业学生的压力、学业动机与主观活力之间的关系。研究对象通过非概率立意抽样法招募。对188名大一至大四护理专业学生进行了匿名在线调查，使用学业压力感知量表评估他们感知到的学业压力，使用学生学业动机量表（SAMS - 21）评估学业动机，使用主观活力量表评估主观活力。本研究采用了描述性统计、双变量相关分析和多变量分析。结果表明，学生在考试期间经历中等程度的压力水平，较高的压力与工作量和考试相关。学业动机的特点是外部动机较高，其中包括认同调节和求知的内在动机。在学生群体之间发现了一种外部动机形式——内摄调节——存在显著差异，且这种动机有随着学习年限增加而下降的趋势。未发现学生的学业压力与主观活力之间存在统计学上的显著关系。与工作量和考试相关的学业压力由年龄和学习年限等人口统计学因素以及学业自我认知和无动机等心理因素共同决定，这突出了护理专业学生所经历压力的多面性。学生的主观活力与求知和成就的内在动机以及所有外部动机相关。外部调节形式，尤其是内摄调节，与学生的主观活力显著相关。
