Factors affecting academic motivation in undergraduate nursing students: A scoping review
1College of Nursing, East Tennessee State University, 365 Stout Dr., Johnson City, 1220 Riverbend Drive, Apt 104, Kingsport, TN 37614, USA.
Aim:
The aim of this scoping review was to discover literature identifying factors influencing academic motivation in undergraduate nursing students.
Background:
Nursing students have a heavy academic workload, so self-motivated learning is important for them to succeed in the nursing program. There is a plethora of factors that influence the degree and type of motivation in nursing students. Understanding these factors will assist faculty in providing an environment that fosters motivation.
Design:
This study was conducted using a scoping review method.
Method:
This review was completed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The following databases were searched: 1) CINAHL; 2) ERIC; 3) Education Full Text; 4) ProQuest; and 5) PUBMED. The date was restricted to articles published from 2019 to 2024. Article titles and abstracts were screened for eligibility.
Results:
A total of 461 articles were screened and 10 studies were identified that met eligibility criteria. The articles consisted of descriptive, cross-sectional and correlational studies. The main themes identified were autonomy, competence, social support and coping. The research questions in this review were answered by explaining how autonomy and competence affect academic motivation, along with other contributing factors.
Conclusion:
Academic motivation was positively correlated with coping behaviors, social support, competence and autonomy. It is recommended that faculty encourage autonomous activities in the classroom and provide positive feedback to increase student competence and academic motivation.
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