The effects of motivation on the academic and clinical performance among nursing students

Abstract

Introduction: motivation plays a fundamental role in student engagement and in triggering learning behaviors that have a direct impact on academic performance. The aim of our study was therefore to examine the influence of motivation on the academic and clinical performance of nursing students. Methods: a descriptive cross-sectional study was conducted on a sample of 246 nursing students at the Higher Institute of Nursing Professions and Health Techniques (HINPHT) of Taza City, Morocco, who completed a questionnaire including socio-demographic characteristics and the French motivation scale “Échelle de motivation en éducation (ÉMÉ-S 28) - Études secondaires,” consisting of 28 items divided into seven motivational subscales. Students' academic and clinical performance was measured through their grades in theoretical modules and clinical internships. Data analysis included descriptive statistics and quantile linear regression to examine the influence of motivation on the students' academic and clinical performance. Results: among the surveyed students, 179 were female (72.8%) and 67 were male (27.2%). The average age of the students was 20.15 years (SD = 1.69). The main regression results show that dimensions with a positive impact on performance include intrinsic motivation to know (IMKN) for academic performance (with coefficients of 0.808, 1.052, and 0.940 at quantiles q = 0.25, q = 0.50, and q = 0.75, respectively) and intrinsic motivation to stimulate (IMST) for clinical performance (with coefficients of 0.393, 0.609, and 0.661 at quantiles q = 0.25, q = 0.50, and q = 0.75, respectively). In addition, extrinsic motivation by external regulation (EMEXR) also contributed positively to clinical performance (with coefficients of 0.690, 0.674, and 0.630 at quantiles q = 0.25, q = 0.50, and q = 0.75, respectively). Dimensions with a negative impact include amotivation (AMOT), which is associated with particularly low academic performance (with coefficients of -1.020, -1.013, and -0.952 at quantiles q = 0.25, q = 0.50, and q = 0.75, respectively), and extrinsic motivation by identified regulation (EMIDR), which is linked to lower academic and clinical outcomes (with coefficients of -0.520, -0.616, and -0.756 at quantiles q = 0.25, q = 0.50, and q = 0.75, respectively, for academic performance, and -0.294, -0.309, and -0.307, respectively, for clinical performance). Conclusion: our study highlights the importance of balancing intrinsic and extrinsic motivation while emphasizing the crucial role of stakeholders in the clinical learning environment to maximize the potential of nursing students.