INTRINSIC VS EXTRINSIC MOTIVATION DIMENSIONS IN THE PERSPECTIVE OF NURSING STUDENTS’ ACADEMIC ANTICIPATIONS THROUGH ACADEMIC MOTIVATIONAL SCALE.

Abstract

ABSTRACT
INTRODUCTION: The notion of motivation, academic progression, and academic achievement
are interrelated. One of the reasons to understand the notion of motivation about academic
progression is to implant effective teaching strategies and mold students for involvement in
improvised learning engagements. Motivation could be intrinsically or autonomous in which
students develop self-confidence, self-efficacy, and creative thinking. On the other hand,
extrinsically motivated students focus on rewards and avoiding penalties. OBJECTIVE: to
examine the generic Bachelors of Science in Nursing students’ motivational reasons during their
academic journey METHODS: Through a cross-sectional study, students of GBSN degree
program were recruited by a convenience sampling method to examine the motivational reason
concerning the academic journey. A structured academic motivation scale (AMS-C-28) was used
to collect the data. The data were analyzed through SPSS. Version 22. RESULTS: The results
demonstrate that participants’intrinsic motivation was high. Intrinsic motivation- to know received
mean &SD scores 25.1± 4.3. The second highest mean &SD score was received by Intrinsic
motivation- realization 22.7 ±2.9. The extrinsic motivation improved from 19.5 ± 5.0 (in the first
year) to 22.3± 5.2 and22.9± 4.7 (in 2nd& 3rd years, respectively). CONCLUSION: Students'
intrinsic motivation was higher in the first year but they failed to sustain it in the following years.
This transition occurred due to students' initial motivation of helping others altruistically towards
securing a job and financial standing in later years. The findings of the study emphasized ensuring
financial support to students throughout academic time. This will assist them to concentrate on
studies to be professionally trained individuals.