dc.contributor.author | Torbergsen, Hanne Kristine Skjesol | |
dc.contributor.author | Utvær, Britt Karin Støen | |
dc.contributor.author | Haugan, Gørill | |
dc.date.accessioned | 2023-04-25T07:10:21Z | |
dc.date.available | 2023-04-25T07:10:21Z | |
dc.date.created | 2022-11-15T13:30:21Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Torbergsen, H., Utvær, B. K. & Haugan, G. (2023). Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81, Article 101856. doi: | en_US |
dc.identifier.issn | 1095-9122 | |
dc.identifier.uri | https://hdl.handle.net/11250/3064785 | |
dc.description.abstract | Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and learning outcomes”. Introduction: Intrinsic motivation among nursing students to achieve clinical competence and thus educational fulfillment is critical. In the Norwegian nursing context, the flipped classroom approach, and the use of student-active learning methods such as multiple-choice questions (MCQ), skills training, Team-Based Learning (TBL), and simulation have grown considerably. This study is based on a learning design using Cardiopulmonary resuscitation as a flipped classroom educational case. This includes both pre-class and in-class activities. Aims: The aim of this study is to investigate the associations between perceived autonomy-support by teachers and students’ intrinsic motivation, study effort, and perceived learning outcomes. Methods: In a cross-sectional design, quantitative data were collected from 401 nursing students at a large university in Norway. This study collected data on all first-year students between 2018-2021. The scales that were included was Intrinsic motivation inventory (IMI) and the Academic motivation scale (AMS) which is based on the tenets of Self- determination theory. Seven hypotheses of the associations between teacher relatedness, intrinsic motivation, study effort and learning were tested by means of structural equation modelling (SEM). Results: This study indicates that perceived autonomy-support by a teacher encourages first-year nursing students’ sense of autonomy, thus affecting their intrinsic motivation, study effort, and perceived learning outcomes. Perceived autonomy-support by a teacher is significantly associated both directly and indirectly (mediated) with students’ learning outcomes and indirectly associated with their study effort. Our findings suggest that in a course with a flipped classroom approach, teachers should guide students in their learning and provide them with choices to enhance their motivation for learning. By means of autonomy-supportive behavior, teachers may enhance students' motivation for learning as well as their study effort and learning outcomes. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Elsevier | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 The Authors | en_US |
dc.source.pagenumber | 11 | en_US |
dc.source.volume | 81 | en_US |
dc.source.journal | Learning and Motivation | en_US |
dc.identifier.doi | 10.1016/j.lmot.2022.101856 | |
dc.identifier.cristin | 2074252 | |
dc.source.articlenumber | 101856 | en_US |