The Relationship Between Nursing Students’ Self-Efficiency and Vocational Motivation

Abstract

Aim: The study was conducted to determine the relationship between nursing students’ self-efficacy levels and their vocational motivation. Method: This descriptive and correlational study was conducted online at a public university in the 2019-2020 academic year, with 406 undergraduate nursing students. Data were collected using the Introductory Information Form, the General Self-Efficacy Scale, and the Scale of Motivation Sources and Problems. Descriptive statistics, independent groups t test, One way ANOVA, correlation, and linear regression tests were used in the analysis of the data. Results: It was determined that 255 (62.8%) female students participated in the study including 123 (30.3%) 2nd grade students and the mean age of the study population was 20.38±1.83 years. Students’ self-efficacy, and professional motivation mean scores were determined as 60.49±10.15, and 84.93±11.94, respectively. A highly significant positive correlation was found between the total score averages of the self-efficacy, and motivation scales and the intrinsic motivation subdimension. While gender did not affect self-efficacy and professional motivation, the total scores of self-efficacy and motivation and negative motivation subdimension scores of senior students were found to be high (p<0.05). Conclusion: Nursing students’ self-efficacy mean scores were found to be at a medium level and their motivation mean scores were relatively higher. It was found that nursing students with a high level of self-efficacy have higher levels of motivation. It was determined that self-efficacy and motivation levels of fourth-grade students’ were higher than other grades.