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Abdollahi E, Yazdankhahfard M R, Kamali F, Mahmoodi M. The Relationship Between Academic Motivation and The Level of Readiness for Self-Directed Learning in Nursing Students. Iranian Journal of Medical Education 2025; 25 :32-40
URL: http://ijme.mui.ac.ir/article-1-5870-en.html
URL: http://ijme.mui.ac.ir/article-1-5870-en.html
Bushehr University of Medical Sciences , m.r.yazdankhah@bpums.ac.ir
Abstract: (9 Views)
Introduction: Since the development of self-directed learning skills is an important goal of medical education, and academic motivation is considered a key prerequisite for the effective development of this skill, it seems necessary to examine the relationship between these two variables. Therefore, this study aimed to determine the relationship between academic motivation and the level of readiness for self-directed learning in nursing students.
Methods: This research is a descriptive-analytical cross-sectional study that was conducted on 200 nursing students of Bushehr University of Medical Sciences in 1403 who were enrolled in the study by the census method. To collect data, were used a demographic form and the Vallrand Academic Motivation and Self-Directed Learning questionnaires of Cheng et al. Finally, the data were analyzed using descriptive statistics, Mann-Whitney and Kruskal-Wallis tests, and Spearman's correlation coefficient.
Results: The average academic motivation score in nursing students was reported to be very good (138.56±32.033 out of 196) and the average self-directed learning readiness score was relatively good (78.8±11.779 out of 100). The results indicated that academic motivation has a direct and significant relationship with the level of self-directed learning readiness of students (P<0.001).
Conclusion: Since there is a positive and significant relationship between academic motivation and the level of readiness for self-directed learning, strengthening academic motivation can lead to improved self-directed learning in nursing students, which is important for success in the nursing profession and lifelong learning.
Methods: This research is a descriptive-analytical cross-sectional study that was conducted on 200 nursing students of Bushehr University of Medical Sciences in 1403 who were enrolled in the study by the census method. To collect data, were used a demographic form and the Vallrand Academic Motivation and Self-Directed Learning questionnaires of Cheng et al. Finally, the data were analyzed using descriptive statistics, Mann-Whitney and Kruskal-Wallis tests, and Spearman's correlation coefficient.
Results: The average academic motivation score in nursing students was reported to be very good (138.56±32.033 out of 196) and the average self-directed learning readiness score was relatively good (78.8±11.779 out of 100). The results indicated that academic motivation has a direct and significant relationship with the level of self-directed learning readiness of students (P<0.001).
Conclusion: Since there is a positive and significant relationship between academic motivation and the level of readiness for self-directed learning, strengthening academic motivation can lead to improved self-directed learning in nursing students, which is important for success in the nursing profession and lifelong learning.
Type of Study: Original research article |
Subject:
Teaching Methods
Received: 2025/06/16 | Accepted: 2025/07/14 | Published: 2025/05/31 | ePublished: 2025/05/31
Received: 2025/06/16 | Accepted: 2025/07/14 | Published: 2025/05/31 | ePublished: 2025/05/31
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