نقش بهزيستي اجتماعي و سرزندگي تحصيلي در پيش‌بيني اشتياق تحصيلي دانشجويان پرستاري

Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students

اهداف: دانشجويان پرستاري به دليل عوامل استرس‌زاي دانشجويي و شرايط باليني و كارورزي چالش‌برانگيز، بيشتر در معرض خستگي هيجاني و فرسودگي تحصيلي قرار مي‌گيرند كه ممكن است اشتياق تحصيلي و عملكرد تحصيلي آنها را تحت تاثير قرار دهد. هدف پژوهش حاضر تبيين اشتياق تحصيلي دانشجويان پرستاري براساس بهزيستي اجتماعي و سرزندگي اجتماعي بود. ابزار و روش‌ها: در اين پژوهش همبستگي كه در دانشجويان پرستاري دانشگاه علوم پزشكي اراك در سال تحصيلي 94-1393 انجام شد، 210 نفر به شيوه نمونه‌گيري در دسترس انتخاب شدند. براي گردآوري داده از 3 پرسش‌نامه اشتياق تحصيلي، بهزيستي اجتماعي كييز و سرزندگي تحصيلي استفاده شد. داده‌ها با نرم‌افزار SPSS 18 مورد تجزيه و تحليل قرار گرفت و از آزمون‌هاي همبستگي پيرسون و رگرسيون چندمتغيره براي تحليل داده‌ها استفاده شد. يافته­ ها: ميانگين نمره كلي بهزيستي اجتماعي 13/21±98/68، اشتياق تحصيلي 5/98±40/55 و سرزندگي تحصيلي 7/85±18/58 بود. بهزيستي اجتماعي با اشتياق تحصيلي (0/001

Aims: Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality. Instrument & Methods: In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests. Findings: The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001) and the subscales including emotional motivation (r=0.103; p<0.048) and cognitive motivation (r=0.154; p<0.003). Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation. Conclusion: The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role.