A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems☆
Introduction
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 difficult information. It can also be expressed as a students' tendency to search for meaning, memorize information, and succeed based on their intention to learn. Some students try to find and form a meaning, 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 finding and forming meanings (Biggs et al., 2001). Studies on this subject show that the study process of students varies according to their intentions (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 epistemological 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 defined as a power that activates, maintains and directs goal-oriented behavior. Motivation is a prerequisite in the learning process and an important factor in academic success (Acat and Köşgeroğlu, 2006, Köşgeroglu et al., 2009). Motivation is said to be related to such results as learning, performance, curiosity, and continuity in education. Therefore, educators should determine the relationships among motivation, academic success and learning and the factors that affect those subjects (Yoshida et al., 2008). Motivation resources and problems include internal, external and negative motivation (Acat and Köşgeroğlu, 2006). They can be classified as intrinsic motivation, extrinsic motivation and amotivation according to Ryan and Deci (2000). In intrinsic motivation, the main reason for performing the specific task is the individual's pleasure and satisfaction; whereas in the extrinsic motivation, the individual performs an action to get important results for him/her or for extrinsic award. Motivation problems emerge when individuals are unable to bring about a connection between their situations and the task or activity to be undertaken. This is defined as negative motivation or amotivation. Factors such as experiencing the effort of learning, 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 sufficiently is not ready for learning and therefore not using learning approaches (Ryan and Deci, 2000).
Section snippets
Background
Problem-based learning (PBL), integrated, and traditional educational 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 based 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
Design and Sample
A descriptive survey design was used to explore the nursing students' perceptions of the study process, and motivation resources and problems and the relationships between them. This study was conducted with three nursing schools that each use one of the following systems: the PBL, the integrated educational system, and the traditional educational system. The sample size was calculated using stratified sampling. The number of samples was homogeneously distributed among the schools and years of
Sociodemographic Data
Of the students, 42.6% (n = 149) were studying in an integrated educational system, 34.3% (n = 120) were studying in a PBL education system, and 23.1% (n = 81) were studying in a traditional educational system. Of them, 90 (25.7%) were in their first 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 profession somewhat, and
Discussion
A significant difference was found between study process and educational systems. This difference was determined to favor the students in the PBL system and those who adopt the deep-learning approach. Similarly, Tetik et al. (2009) found that students in the PBL system adopt the deep-learning approach, and that the PBL curriculum is more useful for developing the deep-learning approach than those of hybrid and integrated systems. Mohamed Ali and El Sebai (2010) indicated that the PBL method is
Limitations
The biggest strength of this study is that it was conducted in three schools with three different educational systems using a stratified sampling method rather than studying a small sample and a single educational system as other studies have done. This study has a few limitations. Our study's limitation is that of a potential bias in sampling due to the lack of random selection. This is a cross-sectional study. Longitudinal studies that analyze the study process and motivation resources of
Conclusion
We concluded that the learning approaches and the motivation resources of students in nursing-education programs were affected by different educational systems. This study determined that the PBL educational system improves nursing students' deep-learning approaches and positively affects their motivation resources more effectively than other educational systems. However, further studies examining the effect of the relationship between learning approaches and motivation resources in different
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The authors report no actual or potential conflicts of interests.
Acknowledgment no external or intramural funding was received.