Exploring the impact of achievement goals orientation and study engagement on nursing students’ approaches to learning

ABSTRACT

Three main categories of variables which impact the approach to learning were synthesised, and they are linked to the learning context, the way that students perceive this context and the students’ characteristics. Despite the research which emphasised the influence of these variables on approaches to learning in different areas, only a few studies have addressed their effect on nursing education. The purpose of the present study was to investigate if achievement goals orientation and study engagement predict nursing students’ approaches to learning. A total of 120 second-year nursing students included in a traditional educational programme for nurses in Romania were invited to fill in three questionnaires. The results revealed that students’ preference for a deep approach to learning is predicted by the mastery-approach goals, students’ vigour and their dedication. The surface approach to learning was influenced by mastery-avoidance goals, while study engagement did not impact a surface approach to learning. These results add new knowledge regarding the high impact of study engagement on learning, and support the need to find ways to enhance it in the instructional process. From the practical perspective, these personal variables can be influenced by teachers, who can optimise the learning process and finally the students’ academic achievement.

KEYWORDS:

• Deep and surface approaches to learning
• achievement goals orientation
• study engagement

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Ramona Palos

Ramona Palos is an Associate Professor at the West University of Timișoara – Department of Psychology, Romania, who received her Ph.D. in Educational Sciences (Adult Education). Her teaching activity is linked to educational and learning psychology, and her research interests focus on the relationships between teaching activities, successful intelligence and academic achievement. She is also involved in training activities for academic staff or faculty members (including Ph.D. students’ fellow).