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1、Nurse Education Today 48 (2017) 1318 A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems Figen Yardimci, PhD, RN a, Murat Bekta, PhD, RN, Associate Professor b, Nilay zktk, PhD, RN c, Gonca Karayaz

2、Muslu, PhD, RN d, Glin zalp Gereker, PhD, RN b, Zmrt Babakkal, PhD, RN, Professor a a Ege University Faculty of Nursing, Pediatric Nursing Department, Bornova, Izmir, Turkey b Dokuz Eyll University Faculty of Nursing, Pediatric Nursing Department, Izmir, Turkey c Ege University Faculty of Nursing, B

3、ornova, Izmir, Turkey d Mula Stk Koman University, Fethiye Health School, Pediatric Nursing Department, Fethiye, Mula, Turkey a r t i c l e i n f o Article history: Received 2 January 2016 Received in revised form 8 September 2016 Accepted 21 September 2016 Keywords: Study process Motivation resourc

4、es and problems Nursing students Educational systems a b s t r a c t Background: The study process is related to students learning approaches and styles. Motivation resources and problems determine students internal, external, and negative motivation. Analyzing the study process and mo- tivation of

5、students yields important indications about the nature of educational systems in higher education. Objectives: This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and t

6、o reveal their effects according to a set of variables. Design: This is a descriptive, cross-sectional and correlational study. Settings: Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Participants: Nu

7、rsing students (n = 330). Methods: The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Re- sources and Problems (MRP) Scale. Results: A statistically signicant difference was found between the scores on the study process scale, and moti- vation resources and p

8、roblems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive signicant correlation was found between the scales. Conclusions: The study process, and m

9、otivation resources and problems were found to be affected by the educa- tional system. This study determined that the PBL educational system more effectively increases students intrin- sic motivation and helps them to acquire learning skills. 2016 Elsevier Ltd. All rights reserved. 1. Introduction

10、The study process has an important role in students lives. It means that each student uses a unique way to prepare, learn, and remember new and difcult information. It can also be expressed as a students tendency to search for meaning, memorize information, and succeed based on their intention to le

11、arn. Some students try to nd and form a The authors report no actual or potential conicts of interests. Acknowledgment no external or intramural funding was received. * Corresponding author. E-mail addresses: (F. Yardimci), (M. Bekta), (N. zktk), (G.K. Muslu), (G. Gereker), (Z. Babakkal). mean

12、ing, this process can be described as deep learning, while others try to memorize the subject without associating it with other subjects. Still others try to learn with the intention to succeed without nding and forming meanings (Biggs et al., 2001). Studies on this subject show that the study proce

13、ss of students varies according to their inten- tions (Ekinci, 2009; Richardson, 2003; Mansouri et al., 2006; Snelgrove, 2004). The study process may also include variables such as the students previous education, features of the teaching and learning environments where they study, their epistemolog

14、ical beliefs, critical thinking, and academic success levels and grades (Andreou et al., 2014; Richardson, 2003; Gijbels and Dochy, 2006; Ekinci, 2009). Motivation is a key for success and well-being. Motivation provides self-awareness to individuals by stimulating them (Gelona, 2011). It is also de

15、ned as a power that activates, maintains and directs goal- http:/dx.doi.org/10.1016/j.nedt.2016.09.017 0260-6917/ 2016 Elsevier Ltd. All rights reserved. Contents lists available at ScienceDirect Nurse Education Today jour nal homepage: www.e l sevie 14 F. Yardimci et al. / Nurse Education Today 48

16、 (2017) 1318 oriented behavior. Motivation is a prerequisite in the learning process and an important factor in academic success (Acat and Kgerolu, 2006; Kgeroglu et al., 2009). Motivation is said to be related to such results as learning, performance, curiosity, and continuity in education. Therefo

17、re, educators should determine the relationships among moti- vation, academic success and learning and the factors that affect those subjects (Yoshida et al., 2008). Motivation resources and problems in- clude internal, external and negative motivation (Acat and Kgerolu, 2006). They can be classied

18、as intrinsic motivation, extrinsic motiva- tion and amotivation according to Ryan and Deci (2000). In intrinsic motivation, the main reason for performing the specic task is the individuals pleasure and satisfaction; whereas in the extrinsic motiva- tion, the individual performs an action to get imp

19、ortant results for him/her or for extrinsic award. Motivation problems emerge when indi- viduals are unable to bring about a connection between their situations and the task or activity to be undertaken. This is dened as negative mo- tivation or amotivation. Factors such as experiencing the effort o

20、f learn- ing, seeing themselves as inadequate, being under pressure and having a fear of failure cause motivational problems in students. Motivation is one of the preconditions of learning. A student who is not motivated sufciently is not ready for learning and therefore not using learning ap- proac

21、hes (Ryan and Deci, 2000). 2. Background Problem-based learning (PBL), integrated, and traditional educa- tional programs are used in nursing education. PBL education is based on empirical learning organized around solving and analyzing complex real-life problems. PBL education represents learning b

22、ased on real-life that requires both the active intellectual participation of individuals and the use of their skills (Hung et al., 2007; Yuan et al., 2011). The integrated model is based on holistic learning. It leads individuals to see the big picture instead of learning small pieces, and associat

23、es topics with each other as a subject or problem (Fulmer et al., 2011; Sroczynski et al., 2011). Integrated nursing educational programs are basically structured from the viewpoint of health to illness by including basic knowledge, attitude, and skills of relevant subject elds. This program was int

24、ended not only to improve students nursing-care skills using a systematic and bio-psychosocial approach, but also to help students to acquire skills such as effective communication, empathy, critical think- ing, and problem solving (engl, 2010). Traditional programs primarily use the classroom lectu

25、re format and are usually non-interactive. This allows large amounts of information to be conveyed in a short time (Brown et al., 2008). Teachers of nurses must have knowledge about the study process of their students. Determining which deep and supercial approaches stu- dents use during studying wi

26、ll contribute to creating effective-learning environments. Teachers should have information about the learning ap- proaches which are being used because this will provide an opportunity to take steps toward helping students with supercial-learning ap- proaches to use deep-learning approaches (Ylmaz

27、and Orhan, 2011). The study process includes deep and supercial learning approaches (Snelgrove, 2004; Snelgrove and Slater, 2003). Many studies have ad- dressed the attitudes of nursing students toward learning approaches (Alkhasawneh et al., 2008; Al-Kloub et al., 2014; Andreou et al., 2014; DAmore

28、 et al., 2012; El-Gilany and Abusaad Fel, 2013; Fleming et al., 2011; James et al., 2011; Li et al., 2008; Tiwari et al., 2006). Bengtsson and Ohlsson (2010) studied motivation and determined that students do not know where to concentrate their attention. They suggested educators should use differen

29、t learning approaches and kinds of feed- back for motivation. Mclaughlin et al. (2010) found that the personal development of students increases their desire to care and the emotion- al support of their family helps them achieve academic success and professionalism. Khalaila (2015) found a relations

30、hip between motivation and academic success. Braten and Olaussen (1998) identi- ed a relationship between students learning approaches and their motivational beliefs. These ndings suggest that this study can provide important data toward enhancing the quality of nursing education. This study aims to

31、 analyze the relationship between the study process, mo- tivation resources, and motivational problems of nursing students in different educational programs in Turkey and to reveal their effects using a set of variables. This objective prompted the research questions: Is there a difference between t

32、he educational systems, study process, and motivation resources and problems? Is there a relationship between the study process, and motivation re- sources and problems? What factors affect the study process, and motivation resources and problems? 3. Methods 3.1. Design and Sample A descriptive surv

33、ey design was used to explore the nursing stu- dents perceptions of the study process, and motivation resources and problems and the relationships between them. This study was conduct- ed with three nursing schools that each use one of the following sys- tems: the PBL, the integrated educational sys

34、tem, and the traditional educational system. The sample size was calculated using stratied sampling. The number of samples was homogeneously distributed among the schools and years of study using stratied random sampling. The number of students per department was divided into the number of years of

35、study. The students in three nursing schools in the 20112012 academic year who agreed to participate in the study were included in the sample (n = 330). 3.2. Instruments 3.2.1. The Personal Information Form This form was prepared by the researchers and included questions on the students age, gender,

36、 grade, parental education level, parental occupation, income status, liking of nursing profession, their opinion about own academic success. 3.2.2. The Study Process Questionnaire (R-SPQ-2F) This is a ve-point Likert scale developed by Biggs et al. (2001). Its Turkish validity and reliability were

37、analyzed by Bat et al. (2010), and it includes questions on the students learning approaches and styles. The total score for each approach varies from 10 to 50. The Cronbachs alpha value for the scale was found to be 0.77 for the deep approach and 0.80 for the supercial approach. The scale consists

38、of 20 items: ve items for two subscales with two determinants for each. These sub- scales are the deep approach (DA) and the supercial approach (SA). The DA consists of deep motivation (DM) and deep strategy (DS) deter- minants. The SA consists of supercial motivation (SM) and supercial strategy (SS

39、) determinants (Bat et al., 2010). 3.2.3. The Motivation Resources and Problems Scale This is a ve point Likert scale developed by Acat and Kgerolu (2006). It has 24 items in three subscales: internal motivation (IM), neg- ative motivation (NM) and external motivation (EM). Internal motiva- tion is

40、dened as the doing of an activity for its inherent satisfactions rather than for some separable consequence. External motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome. Negative motivation is the state of lacking an intention to act (Ryan

41、and Deci, 2000). The score for each subscale is calculated by using the arithmetic mean of the scores obtained from the subscale items. The average of the scores obtained for the three sub- scales yields the participants professional learning motivation scores. The internal consistency alpha coefcie

42、nt was found to be 0.82. The F. Yardimci et al. / Nurse Education Today 48 (2017) 1318 15 internal consistency coefcient was found to be 0.84 for the IM subscale, 0.69 for NM subscale and 0.68 for the EM subscale (Acat and Kgerolu, 2006). 3.3. Data Analysis SPSS 16.0 statistical program was used for

43、 statistical analyses. De- scriptive statistical methods (percentage distributions, averages and standard deviations) were used for data analysis. Independent- samples t-test and one-way ANOVA (variance) analysis were used to compare the students, and Scheffes test was used for post-hoc analysis. Pe

44、arsons correlation test was used to determine the relationship among the variables, and multiple regression analysis was used to de- termine the variables that affect the study process, and motivation re- sources and problems. The threshold for statistical signicance was p b 0.05. 3.4. Ethical Consi

45、derations Approval to conduct the study was obtained from the heads of the institutions where the study was conducted. Informed consent was ob- tained from the students who were willing to participate in the study. The purpose of the study was explained to them and they were assured of the anonymity

46、 and condentiality of their responses to the questionnaires. 4. Results 4.1. Sociodemographic Data Of the students, 42.6% (n = 149) were studying in an integrated ed- ucational system, 34.3% (n = 120) were studying in a PBL education system, and 23.1% (n = 81) were studying in a traditional educatio

47、nal system. Of them, 90 (25.7%) were in their rst grade, 86 (24.6%) were in their second grade, 83 (23.7%) were in their third grade, and 91 (26%) were in the fourth grade. Of the students, 70% were female and 30% were male. Of, 178 (50.9%) stated that they like their nursing pro- fession somewhat,

48、and 269 (76.9%) regarded themselves as successful. However, 68.9% of the students were dissatised with their educational system. Table 1 Thecomparison ofthe “Study Process Scale” between educational systems. Table 2 The comparison of the “Motivation Resources and Problems Scale” between educational

49、sy stems. MRP Scale Educational system n Mean SD F p Internal motivation Integrated 149 38.1 7.3 12.181 0.000 PBL 119 41.6 7.9 Traditional 81 36.6 7.9 External motivation Integrated 149 23.5 5.5 4.193 0.016 PBL 120 21.7 4.6 Traditional 81 22.5 4.9 Negative motivation Integrated 149 19.0 3.8 40.280 0.