The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects
The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects
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DOI：
10.1016/j.nedt.2014.11.001
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发表时间：
2015-03-01
影响因子：
3.9
通讯作者：
Khalaila, Rabia
中科院分区：
文献类型：
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作者：
Khalaila, Rabia
背景：认知因素对学业成绩的影响是有据可查的。本研究旨在探讨学业自我概念对学业成就的直接和/或间接影响，以及内在动机是否会调节考试焦虑对学业成就的负面影响。方法：对以色列北部某学院170名护理本科生进行描述性相关研究。采用学业动机、学业自我概念和考试焦虑量表作为测量工具。结果：较高的自我概念与较高的学业成绩直接相关。考试焦虑和内在动机在自我概念与学业成绩的关系中起着显著的中介作用。此外，内在动机显著缓解了测验的负向效应。结论：护理院校在提供提高护生学业成绩的心理教育干预措施时，应重视激励因素(如自我概念、动机)的提高，缓解情境因素(如考试焦虑)的负面影响。(C)2014爱思唯尔有限公司。保留所有权利。
Background: The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students.Purpose: The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement.Method: This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect.Results: A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test. anxiety on academic achievement.Conclusion: The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. (C) 2014 Elsevier Ltd. All rights reserved.