Objectives: To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods: a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results: The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055-0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions: We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.
Bulfone G., Badolamenti S., Biagioli V., Maurici M., Macale L., Sili A., et al. (2021). Development and psychometric evaluation of the motivation for nursing student scale (MNSS): A cross sectional validation study. INTERNATIONAL JOURNAL OF NURSING EDUCATION SCHOLARSHIP, 18(1), 1-10 [10.1515/ijnes-2021-0034].
Development and psychometric evaluation of the motivation for nursing student scale (MNSS): A cross sectional validation study
Biagioli V.;
2021
Abstract
Objectives: To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods: a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results: The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055-0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions: We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
