Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes
Hanne Torbergsen, Britt Karin Støen Utvær, Gørill Haugan
Abstract
A flipped classroom is a pedagogical approach utilized to improve students’ engagement and intrinsic motivation for learning. In recent years, this approach has been widely used to facilitate student activity as part of their learning. Using cardiopulmonary resuscitation (CPR) as an educational case, this study investigates the associations between perceived autonomy-support by a teacher and first-year nursing students’ intrinsic motivation, study effort, and perceived learning outcomes. From 2018 to 2021, cross-sectional data were collected from 391 first-year nursing students at a large Norwegian university. The questionnaire included the Learning Climate Questionnaire (LCQ), Intrinsic Motivation Inventory (IMI), and Learning Outcomes. Seven hypotheses regarding the associations between perceived teachers’ autonomy-support and students’ intrinsic motivation, study effort, and perceived learning outcomes in CPR were tested by means of structural equation modelling (SEM). This study indicates that perceived autonomy-support by a teacher affects first-year nursing students’ intrinsic motivation, study effort, and perceived learning outcomes. Perceived autonomy-support by a teacher is significantly directly and indirectly (mediated) associated with students’ perceived learning outcomes and indirectly associated with study effort.