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FACTORS INFLUENCING NURSING STUDENTS’ MOTIVATION TO
SUCCEED
by
Patricia Theresa Tutor
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2006
Copyright 2006 Patricia Theresa Tutor
Object Description
| Title | Factors influencing nursing students' motivation to succeed |
| Author | Tutor, Patricia Theresa |
| Author email | tutor@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2006-09-05 |
| Date submitted | 2006 |
| Restricted until | Unrestricted |
| Date published | 2006-11-02 |
| Advisor (committee chair) | Dembo, Myron H. |
| Advisor (committee member) |
Rueda, Robert DiThomas, Debbie |
| Abstract | The purpose of this study was to identify the motivational factors that help explain the variations in achievement for nursing students enrolled in an Associate of Science Degree in Nursing (ADN) program at a Southern California community college. Academic self-efficacy, achievement goal orientation, and self-regulation of learning were the three predominant motivational factors found to be highly predictive of academic achievement. Survey items from the PALS instrument for goal orientation, the MSLQ for academic self-efficacy, and the LASSI inventory for self-regulation of learning, comprised the student survey. This study attempted to determine the degree to which academic self-efficacy, achievement goal orientation, and self-regulation of learning accounted for the variance in achievement for ADN students. A sample of 232 nursing students participated in the study. Results of the regression analysis revealed that, after first removing the effect of Mathematics and English placement, academic self-efficacy was a significant predictor of academic achievement, contributing a significant 8.9% of the variance in achievement for these students. Data also suggested that achievement goal orientation was not a significant predictor in explaining variance in achievement, above and beyond the effects of Mathematics and English placement level and academic self-efficacy. Lastly, self-regulation of learning and strategy use accounted for a significant 6% of the variance in nursing student achievement. Together, academic self-efficacy and self-regulation of learning contributed a significant approximately 15% of the variance in achievement for the ADN students in this study. |
| Keyword | nursing student motivation; self-regulation; learning strategies |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m121 |
| Rights | Tutor, Patricia Theresa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Tutor-20061102 |
| Archival file | uscthesesreloadpub_Volume35/etd-Tutor-20061102.pdf |
Description
| Title | Page 1 |
| Full text | FACTORS INFLUENCING NURSING STUDENTS’ MOTIVATION TO SUCCEED by Patricia Theresa Tutor A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2006 Copyright 2006 Patricia Theresa Tutor |
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