skip to main content
Show Results with:

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects

Khalaila, Rabia

Nurse education today. Volume 35:Number 3 (2015, March); pp 432-438 -- Elsevier

Online access

  • Title:
    The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects
  • Author: Khalaila, Rabia
  • Found In: Nurse education today. Volume 35:Number 3 (2015, March); pp 432-438
  • Journal Title: Nurse education today
  • Subjects: Soins infirmiers--Étude et enseignement--Périodiques; Education, Nursing--Periodicals; Nursing--Study and teaching--Periodicals; Nursing--Study and teaching; Periodicals; Academic motivation--Intrinsic achievement--Self-concept--Test anxiety; Dewey: 610.7307
  • Rights: legaldeposit
  • Publication Details: Elsevier
  • Abstract: Summary: 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.


  • Identifier: System Number: LDEAvdc_100046735995.0x000001; Journal ISSN: 0260-6917; 10.1016/j.nedt.2014.11.001
  • Publication Date: 2015
  • Physical Description: Electronic
  • Shelfmark(s): ELD Digital store

Searching Remote Databases, Please Wait