Relationship between Academic Motivation and Self-directed Learning in Nursing Students

Abstract

Introduction: Rapid development of knowledge and information in various fields of medical sciences indicates the need to encourage self-directed learning in nursing students to provide quality and updated care. This study examined the relationship between self-directed learning and academic motivation in nursing students. Materials and Methods: Through a descriptive-correlational study, 305 nursing students studying at the Shahid Beheshti School of Nursing and Midwifery, Rasht were recruited by the census in Spring 2015. These students were asked to complete the Self-Rating Scale of Self-directed Learning (SRSSDL) and Academic Motivation Scale (AMS). Instrument reliability of these scales was confirmed in previous studies. Data were analysed by descriptive (mean and standard deviation) and analytic tests (Pearson coefficient of correlation and Chi-square). Results: There is a positive and significant relationship between self-directed learning and academic motivation (r=0.164; p=0.004). Among components of self-directed learning, the highest coefficient of correlation was related to interpersonal skills (r=0.125, p=0.025) and the lowest was related to evaluation (r=0.111, p=0.053). Conclusion: Findings showed a significant relationship between academic motivation and self-directed learning. Planners and decision-makers need to plan for increasing academic motivation of students, facilitating and developing self-directed learning to provide optimal care for patients.