2018 Volume 20 Issue 2 Pages 29-35
The present study involving nursing students aimed to examine factors influencing their learning motivations to provide basic knowledge of them. The subjects were 119 nursing students. A questionnaire survey based on the learning motivation scale developed by Nagashima (2001), the Basic Sense of Trust scale developed by Tani (1996), and the status of their college lives was conducted. Valid responses were collected from 107 students, and data analysis was conducted. Scores for [independent learning behaviors], lower-level factors influencing learning motivations, were higher among male students. Nursing students who were enjoying their college lives received high scores for [expectations of clinical/practical training] and [aptitude for small-group learning]. Scores for [independent learning behaviors] were higher among students who regarded themselves as having many friends at school. Scores for [expectations of clinical/practical training] and [aptitude for small-group learning] were higher among students with a higher sense of trust in relationships. The results of the present study suggest that “sex”, “pleasure of leading a college life”, “the number of friends at school”, and “trusting relationships” influence students’ learning motivations. To increase the learning motivations of nursing students, it is necessary to provide them with support to help them improve their school lives and relationships with friends.
