ANALYSIS OF MOTIVATIONAL VARIABLES IN FEMALE GENERIC AND REGISTERED NURSE BACCALAUREATE NURSING STUDENTS.
Contributors: Widener University School Of Nursing.
Published: 1989
Number of pages: 123
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.; Education, Adult and Continuing.
Description: The main focus of the study was to predict discriminant patterns of responses in four variables of motivation, using RN and generic students as a criterion. Utilizing Keller's ARCS model of motivational instruction as the theoretical framework, self-reported motivational variables of attention, relevance, confidence and satisfaction in both female generic and female RN baccalaureate nursing students were analyzed. A cluster sample of nursing students was obtained from the Mid-Atlantic region. Eleven schools, or 12% of the total programs in the Mid-Atlantic region were sampled.

Generic student and RN student groups were discriminated according to predictor variables on motivation subscale scores. Students were selected for the sample within the first nursing course. Demographics of age, economic status and social class served as variables of analysis.

Significant discriminant responses were found in subscale scores of relevance and attention between RN students (n = 64) and generic students (n = 220). Older students (over 22 years) had statistically different scores on relevance and satisfaction subscales than did younger students (22 years and younger). Older students had lower mean scores on relevance and satisfaction subscales. Economic status groups and social class rankings revealed significant differences on the confidence motivational tool subscale. On a three scale grouping of economic status, the lowest and highest groups had higher mean scores on the confidence subscale. The two lowest social class rankings, on a scale of five social class ranks, had higher mean scores on the confidence subscale. These results indicate the need to design motivational learning environments focusing on enhancing attention and relevance for the RN baccalaureate student.
Notes: Source: Dissertation Abstracts International, Volume: 50-07, Section: B, page: 2844.

Thesis (D.S.N.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1989.

School code: 0969.