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|a RT81.U6 B76 2013_BronsonSevilla |2 BU-Local |
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|a Bronson, Sevilla LaTrail. |
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|a Academic performance of baccalaureate nursing student : the influence of autonomy support and autonomous motivation |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a xvi, 169 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 125-136). |
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|a Copyright Sevilla LaTrail Bronson. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Nursing education in the 21st century has led to the use of sophisticated teaching strategies. Economic conditions have challenged nurse educators to teach more with less time, resources, and support which may negatively affect student motivation. A supportive environment and a strong sense of autonomy are necessary for students to achieve academic success. Spirituality may help students to adjust to the rigor of the nursing program. However, limited research regarding baccalaureate nursing students’ motivation and spirituality exists. Purpose: The purpose of this study was to test students’ self-determination by exploring the relationships between autonomy support environments including select demographics, autonomous motivation (spirituality) and engagement, which were all expected to contribute to the academic performance of nursing students in a baccalaureate nursing program. Theoretical Framework: The Self-Determination Theory provided the framework for this study. The concept of spirituality was also used as an exploratory lens to study the autonomous motivation of this population. Methods: A cross-sectional, correlational design was used to examine the relationship among the major study variables. Data was analyzed using descriptive, correlation, and regression analysis. The sample comprised 150 nursing students. Instruments were the demographic questionnaire, Learning Climate Questionnaire, Spiritual Involvement and Beliefs Scale and Work Engagement Scale. Results: The sample was primarily composed of Caucasian females, average age of 23 years, who were single, unemployed, and Protestant.. They reported an average overall GPA of 3.36 and greater. Seventy-five percent of the sample had never repeated a nursing course. Three hypotheses were tested. Two hypotheses were accepted revealing significant relationships between autonomous motivation (spirituality) and engagement and between engagement and academic performance. Age, gender, religious denomination, and university contributed to the model. Conclusions: Findings revealed the students were autonomously motivated and were able to engage in their courses, although the learning environment was not supportive. Student assessments and strategies to promote autonomy must be developed and implemented as a means of ensuring a favorable learning environment. Future research may include the investigation of spirituality and autonomous motivation as two separate variables. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching |x United States. |
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|a Nursing students |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001699/00001 |y Click here for full text |
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|a Theses and Dissertations |
