Master of Science (MS)
academic motivation; nursing education; accelerated programs
Purpose: To examine academic motivation of students enrolled in an accelerated and a traditional baccalaureate nursing programs. Design: A convenience sample of30 (100%) respondents in an accelerated group and 37 (54%) respondents in a traditional group (54%) provided the data. A demographic survey and the Academic Motivation Scale (AMS C-28) were administered to both groups. Methods: This was a quantitative, correlational study. Analysis quantified item frequencies within the AMS C-28, and at-test was employed to evaluate the differences in intrinsic and extrinsic motivation and amotivation between the groups. Findings: There was no statistical difference in any of the motivation results demonstrated by either group. Further, there was no correlation between either group's first semester grade point average (GPA) and the level of intrinsic motivation demonstrated on the AMS C-28. Conclusion: Further study is recommended. As accelerated nursing programs proliferate, the composition of the groups and the differences in the academic motivation between participants in accelerated and traditional programs may become evident.
Davis, Sharon Helene, "Academic Motivation: A Comparative Study of Entry Level Baccaslaureate Nursing Students" (2006). Master's Projects. 757.