ACADEMIC MOTIVATION OF NURSING STUDENTS IN NURSING COLLEGES: CROSS-SECTIONAL STUDIES

Background: Motivation plays a pivotal role in shaping professional choices, influencing students’ perceptions, learning engagement, and academic achievement. Although extensively studied in various educational contexts, limited research in Pakistan has examined the association between academic motivation and achievement, particularly among nursing students. Understanding these relationships is essential to enhance educational strategies and address factors that either foster or hinder motivation in this field. Objective: To assess the level of academic motivation among nursing students and determine its association with demographic characteristics. Methods: A cross-sectional analytical study was conducted among 104 Bachelor of Science in Nursing students enrolled in two nursing colleges in Lahore. Participants were selected using a non-probability convenience sampling technique. Academic motivation was measured using a standardized and culturally adapted 29-item questionnaire, including 28 items on a 7-point Likert scale ranging from “strongly disagree” to “strongly agree.” Data were collected in a supervised setting, allowing 30 minutes for completion. Statistical analysis was performed using SPSS, applying chi-square tests to assess associations between academic motivation levels and demographic factors, with p < 0.05 considered significant. Results: Of the participants, 37.4% were demotivated, 11.6% were neutral, and 51.0% were motivated towards the nursing profession. Significant associations were found between academic motivation and semester (p < 0.05), CGPA (p < 0.05), and choice of profession (p < 0.05). No significant associations were observed with gender, parental support, pre-schooling background, or societal acceptance (p > 0.05). Students who willingly chose nursing and those with higher academic achievement demonstrated notably higher motivation scores. Conclusion: Academic motivation among nursing students is positively influenced by voluntary career choice and higher academic achievement. Addressing socio-cultural barriers and promoting autonomy in career decision-making can enhance motivation and improve educational outcomes in nursing education.