Potential associations among procrastination, motivation and academic achievement of midwifery and nursing students in Hormozgan
Background and aims: Procrastination is a common issue among students and is often linked to a lack of motivation. The main aim of this study was to evaluate the relationship between procrastination, motivation, and academic achievement of midwifery and nursing students. Methods: In this cross-secti...
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| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Shahrekord University of Medical Sciences
2024-10-01
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| Series: | Journal of Multidisciplinary Care |
| Subjects: | |
| Online Access: | https://jmdc.skums.ac.ir/PDF/jmdc-13-3.pdf |
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| Summary: | Background and aims: Procrastination is a common issue among students and is often linked to a lack of motivation. The main aim of this study was to evaluate the relationship between procrastination, motivation, and academic achievement of midwifery and nursing students. Methods: In this cross-sectional study in 2023, 258 participants were enrolled, and data were collected by online distribution of three primary questionnaires, including the Procrastination Assessment Scale for Students and Hermans’ Questionnaire Measure of Achievement Motivation, along with a customized questionnaire. The chi-squared test was used for statistical analysis. Results: The mean score of achievement motivation among participants with academic achievement was considerably higher (P=0.006). When adjusted for confounding factors, female participants were found to have a higher likelihood of academic achievement (4-fold) than male counterparts. A significant inverse correlation was found between academic motivation and procrastination (r=−0.492, P<0.001). We also noted a significant association between interest in the field of study and achievement motivation (P=0.039). Conclusion: The study showed that academic achievement and motivation significantly influence one another, and strategies aimed at improving motivation can lead to a higher incidence of academic achievement and, thus, academic performance. |
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| ISSN: | 2783-3852 |