Learning in Color: A Cross‐Sectional Study on Learning Styles, Motivation, and Academic Excellence in Nursing Education

Background Understanding the diverse learning styles and motivational drivers of nursing students is crucial for enhancing academic performance and developing effective educational strategies. As nursing education encompasses both theoretical and practical components, aligning instruction with students’ preferred learning styles and motivations is crucial for promoting success. Objectives This study aimed to investigate the relationship between learning styles, motivation (intrinsic and extrinsic), and academic achievement among baccalaureate nursing students at Ninevah University. Methods A cross‐sectional descriptive survey was conducted among 300 nursing students selected using a stratified random sampling technique. A structured, validated questionnaire assessed demographic variables, learning style preferences (based on the VARK model), motivational orientation, and self‐reported academic achievement. Data were analyzed using SPSS version 26.0, employing descriptive statistics, Pearson’s correlation, and multiple regression analysis. Results Visual (35%) and kinesthetic (28%) learning styles were the most preferred learning styles. Intrinsic motivation was more prevalent (63%) compared to extrinsic (37%). Statistically significant correlations were found between visual and kinesthetic styles and higher academic achievement ( p < 0.01). Intrinsic motivation showed a stronger positive relationship with academic performance ( r = 0.62) than extrinsic motivation ( r = 0.34). Regression analysis revealed that learning styles and intrinsic motivation were significant predictors of educational achievement ( R 2 = 0.48, p < 0.001). Conclusions The findings highlight the importance of recognizing and adapting to students’ learning preferences and motivational profiles in nursing education. Personalized, student‐centered teaching approaches may enhance academic performance and better prepare nursing students for clinical challenges.