University of Oulu

Mäenpää, K., Järvenoja, H., Peltonen, J., & Pyhältö K. (2020). Progress of nursing students’ motivation regulation profiles and affiliations with engagement, burnout and academic performance. International Journal of Teaching and Learning in Higher Education, 31(3), 461-475. http://www.isetl.org/ijtlhe/pdf/IJTLHE3553.pdf

Progress of nursing students’ motivation regulation profiles and affiliations with engagement, burnout and academic performance

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Author: Mäenpää, Kati1; Järvenoja, Hanna2; Peltonen, Jouni2;
Organizations: 1Oulu University of Applied Sciences
2University of Oulu
3University of Helsinki
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2020052038456
Language: English
Published: International Society for Exploring Teaching and Learning, 2019
Publish Date: 2020-05-20
Description:

Abstract

This longitudinal study explored the development of Finnish undergraduate nursing students’ motivation regulation profiles during two years in traditional and blended learning environments. Also, the association between the profiles and experienced study engagement, burnout and academic performance was investigated. The data were collected with a survey and included motivation regulation, study engagement, and burnout scales that were combined with students’ entrance examination scores, study credits, and grade point averages. Regardless of the learning environment, a majority (62.3%) of the students showed a sustainable, highly developed motivation regulation profile over time. They reported strong study engagement, higher academic performance, and reduced susceptibility to cynicism when compared to the students with less-developed motivation regulation profiles. However, individual reciprocal transitions between motivation regulation profiles over time were found with a group of students. As such, motivation regulation is changeable and influenced by situational components in learning. This aspect should be emphasized in developing professional higher education and teaching.

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Series: International journal of teaching and learning in higher education
ISSN: 1812-9129
ISSN-E: 1812-9129
Volume: 31
Issue: 3
Pages: 461 - 475
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This study was supported by the Research Unit Learning and Learning Processes in the Faculty of Education, University of Oulu, Finland.
Copyright information: All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
  https://creativecommons.org/licenses/by-nd/3.0/