The Effects of Achievement-Focused Motivation on Lifelong Learning Tendencies of Nursing Students

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dc.authoridKARA, BIRCAN/0000-0001-8220-8929
dc.authoridSenturk, Sibel/0000-0002-5634-174X
dc.authoridYILDIRIM KESKIN, Alev/0000-0003-0981-5364
dc.contributor.authorSenturk, Sibel
dc.contributor.authorKara, Bircan
dc.contributor.authorKeskin, Alev Yildirim
dc.date.accessioned2024-09-18T19:48:03Z
dc.date.available2024-09-18T19:48:03Z
dc.date.issued2022
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractBACKGROUND/AIMS: Nurses need to have lifelong learning to be able to follow up the most current information and practices in the area of healthcare, acquire the information, skills and qualifications required for the safe conduct of nursing practices, to continue to offer good-quality healthcare services and to improve health services. The aim of this study was to determine the effects of achievement-focused motivation on the lifelong learning tendencies of nursing students. MATERIALS AND METHODS: This descriptive and cross-sectional study was performed with the participation of 264 nursing students. The data were collected using a Personal Information Form, the Achievement-Focused Motivation Scale and the Lifelong Learning Tendency Scale. Descriptive statistics, Independent-Samples t-test, One-Way ANOVA and Pearson's Correlation Analysis were utilized for the evaluation of the data collected. RESULTS: The mean of scores obtained by the participants from the Achievement-Focused Motivation Scale and the Lifelong Learning Tendency Scale were respectively 143.24 +/- 24.99 and 70.28 +/- 11.94. Upon assessment of the correlation between the means of the scores obtained by the participants from the Achievement-Focused Motivation Scale and the Lifelong Learning Tendency Scale, it was found that there was a statistically significant relationship between the participants' scores in the Achievement-Focused Motivation Scale and its sub-scales and their scores in the Lifelong Learning Tendency Scale (p<0.01). CONCLUSION: It was ascertained that the nursing students' lifelong learning tendencies developed as their achievement-focused motivation levels went up.en_US
dc.identifier.doi10.4274/cjms.2020.3037
dc.identifier.endpage221en_US
dc.identifier.issn2149-7893
dc.identifier.issn2536-507X
dc.identifier.issue2en_US
dc.identifier.startpage213en_US
dc.identifier.trdizinid1121897en_US
dc.identifier.urihttps://doi.org/10.4274/cjms.2020.3037
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1121897
dc.identifier.urihttps://hdl.handle.net/20.500.12483/7322
dc.identifier.volume7en_US
dc.identifier.wosWOS:000886750700011en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherGalenos Publ Houseen_US
dc.relation.ispartofCyprus Journal of Medical Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAchievement-focused motivationen_US
dc.subjectlifelong learning tendencyen_US
dc.subjectnursing studenten_US
dc.subjecteducationen_US
dc.titleThe Effects of Achievement-Focused Motivation on Lifelong Learning Tendencies of Nursing Studentsen_US
dc.typeArticleen_US

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