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.
Development and psychometric evaluation of the motivation for nursing student scale (MNSS): A cross sectional validation study / Bulfone G.; Badolamenti S.; Biagioli V.; Maurici M.; Macale L.; Sili A.; Vellone E.; Alvaro R.. - In: INTERNATIONAL JOURNAL OF NURSING EDUCATION SCHOLARSHIP. - ISSN 2194-5772. - ELETTRONICO. - 18:1(2021), pp. 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.
