Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

Abstract

Background Learning engagement, motivation and academic achievement are vital growing areas in academic research. Evidence suggests that students’ engagement and motivation are positively linked to improved quality of learning. However, limited number of research studies have been conducted within this scope. Therefore, the present study was conducted to investigate the relationship of learning engagement, motivation and academic performance among university nursing students. Participants and Methods A descriptive design, with a comparative correlational approach for data analysis, was used to describe and compare study outcomes. Data was collected from 425 students at King Saud bin Abdul-Aziz University for Health Sciences campuses in Riyadh, Jeddah and Alhasa. Study instruments included background data sheet, students’ engagement in schools (SESQ-ENG), engagement facilitators (SEI), academic motivation (AMS), and academic achievement as measured by cumulative and last semester grade point average (cGPA, sGPA). Results Overall, level of engagement was moderate (mean = 3.70±0.63) with significant differences among campuses (F = 18.88, p≤001). Students’ perceptions of engagement facilitators and academic motivation were high (mean= 2.98 ±0.49, 4.89 ±1.03, respectively), and both varied by campus (F=6.35, p=0.002, F=9.85, p≤.001, respectively). Engagement, motivation, and academic achievement showed medium to large correlations (i.e., between 0.20 and 0.63). Multiple regression equation including age, academic progress, academic engagement, motivation and engagement facilitators significantly explained 24% of variance in cGPA (F (5, 226) =14.209, p < 0.001) and 22% of the variance in sGPA (F (5, 214) = 12.202, p < 0.001). Conclusion This study showed significant associations of students’ engagement, facilitating conditions (e.g., engagement-fostering aspects), and students’ motivation with significant effect on academic achievement. It is hoped that findings of this study could be used as quality indicators to direct school efforts towards achieving excellence in nursing education.

Friends’ Support, Motivation to Learn, Emotional Adjustment, and Academic Performance among Indonesian First-year students

“…The benefit of disclosing and exchanging information that affects their motivation to learn they are include: information about their challenge, the support provided for them and how to access the support provided for them, goal orientation (Supervia et al, 2019), strategy to deal with challenge (F. Y. , learning strategy (Tsai2020), reassurance to about their efficacy (Sharififard et al, 2020). Then, motivation to learn influences academic performance, as confirmed by previous studies (Bayoumy & Alsayed, 2021;Sharififard et al, 2020). Elmer et al (2017) found correlation between emotional well-being and having more friends in their strong-tied network.…”

The Relationship Between Self-Regulated Learning, Family Support and Learning Motivation on Students’ Learning Engagement

“…The results of statistical analysis showed a relationship between learning motivation and student learning activities with the original statistical value of the sample (O) 0.437, sample mean (M) 0.437, standard deviation (STDEV) 0.089, T statistic 4.900 and p values 0.000. Meanwhile, research conducted by previous study found that one of the factors that make students active in learning is the school curriculum (Bayoumy & Alsayed, 2021), it emphasizes that the subjects students study offer a diversity of learning opportunities that can increase student learning activities.…”

“…Study assessing the role of self-regulated learning, learning motivation and task delays on the development of student learning competencies (Pelikan et al, 2021). Study researching learning engagement, motivation and academic performance of students (Bayoumy & Alsayed, 2021). Previous study that researching students' learning engagement during the COVID-19 Pandemic (Zhao et al, 2021).…”

Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula

“…Certainly, elements such as engagement, motivation, and academic achievement are vital aspects in academic research as such. Interestingly, evidence suggests that the student involvement and motivation are positively associated with the improved quality of learning (Mohamed Mohamed Bayoumy and Alsayed, 2021 ). Such students who are truly motivated can see learning as an opportunity to fulfill their own curiosity and eagerness for knowledge (Rose, 2011 ).…”