Background: Learning engagement, motivation and academic achievement are vital growing areas in academic research. Evidence suggests that students’ engagement and motivation are positively linked to improved quality of learning. However, limited number of research studies have been conducted within this scope. Therefore, the present study was conducted to investigate the relationship of learning engagement, motivation and academic performance among university nursing students.
Participants and Methods: A descriptive design, with a comparative correlational approach for data analysis, was used to describe and compare study outcomes. Data was collected from 425 students at King Saud bin Abdul-Aziz University for Health Sciences campuses in Riyadh, Jeddah and Alhasa. Study instruments included background data sheet, students’ engagement in schools (SESQ-ENG), engagement facilitators (SEI), academic motivation (AMS), and academic achievement as measured by cumulative and last semester grade point average (cGPA, sGPA).
Results: Overall, level of engagement was moderate (mean = 3.70± 0.63) with significant differences among campuses (F = 18.88, p≤ 001). Students’ perceptions of engagement facilitators and academic motivation were high (mean= 2.98 ± 0.49, 4.89 ± 1.03, respectively), and both varied by campus (F=6.35, p=0.002, F=9.85, p≤ .001, respectively). Engagement, motivation, and academic achievement showed medium to large correlations (i.e., between 0.20 and 0.63). Multiple regression equation including age, academic progress, academic engagement, motivation and engagement facilitators significantly explained 24% of variance in cGPA (F (5, 226) =14.209, p < 0.001) and 22% of the variance in sGPA (F (5, 214) = 12.202, p < 0.001).
Conclusion: This study showed significant associations of students’ engagement, facilitating conditions (e.g., engagement-fostering aspects), and students’ motivation with significant effect on academic achievement. It is hoped that findings of this study could be used as quality indicators to direct school efforts towards achieving excellence in nursing education.



中文翻译：

---

调查护理学生感知学习投入、动机和学业成绩的关系：一项多站点研究

背景：学习投入、动机和学术成就是学术研究中重要的增长领域。有证据表明，学生的参与度和积极性与学习质量的提高呈正相关。然而，在此范围内进行的研究数量有限。因此，本研究旨在调查大学护生学习投入、动机和学习成绩的关系。
参与者和方法：采用描述性设计和比较相关的数据分析方法来描述和比较研究结果。数据来自利雅得、吉达和阿拉萨的沙特本阿卜杜勒-阿齐兹国王健康科学大学校园的 425 名学生。学习工具包括背景数据表、学生在学校的参与度 (SESQ-ENG)、参与促进者 (SEI)、学术动机 (AMS) 以及以累积和上学期平均成绩 (cGPA, sGPA) 衡量的学业成绩。
结果：总体而言，参与程度适中（平均值 = 3.70± 0.63），校园之间存在显着差异（F = 18.88，p≤001）。学生对参与促进者和学术动机的看法很高（分别为平均值 = 2.98 ± 0.49、4.89 ± 1.03），并且都因校园而异（分别为 F=6.35、p=0.002、F=9.85、p≤.001） . 敬业度、动机和学业成绩显示出中到大的相关性（即在 0.20 和 0.63 之间）。包括年龄、学业进步、学业投入、动机和参与促进因素在内的多元回归方程显着解释了 cGPA 中 24% 的方差 (F (5, 226) =14.209, p < 0.001) 和 sGPA 中 22% 的方差 (F (5 , 214) = 12.202, p < 0.001)。
结论：这项研究表明，学生的参与、促进条件（例如，参与促进方面）和学生的动机对学业成绩有显着影响。希望这项研究的结果可以用作质量指标，以指导学校努力实现卓越的护理教育。