A Study On The Relationship Between Academic Self-efficacy, Learning Motivation And Academic Achievement Of Secondary Vocational Nursing Students

Nowadays,Nursing professionals are in short a shortage of talent at the present stage of our country, the basic medical and health institutions at the county level is particularly scarce. At this stage, in the nursing students of middle vocational school, the entrance requi-rement was low, the learning foundation was weak, the learning ability was relatively poor, self-conscious-ness and self-discipline was not good,which make those students study weariness, centerless listening in class, open desert, truancy, addicted to mobile phone and network, and not to review it after class, further more, lead to improper learning attitude and methods, low learning efficiency, poor ability to accept new knowledge, lack of self-confidence and other issues. A small part of them were just to win a diploma and pass the exam, usually muddle along, and so on, which would lead to poor achievements. How to enhance learning effects and improve their academic performance is an urgent problem to be solved in the middle vocational school.Based on the previous theoretical and empirical research, the academic self-efficacy and learning motivation of vocational nursing students were investigated, and the relevance between them with learning achievement were discussed. This study used the academic self-efficacy questionnaire and learning motivation scale as assessment instrument, and SPSS16.0 software statistics for data analysis, to analyze the main features and relevance of academic self-efficacy, learning motivation and learning achievement. The result shows that:(1)The academic self-efficacy and learning motivation of the sophomore vocational nursing students were significantly higher than the freshmen.(2)The academic self-efficacy and learning motivation of the students cadre were significantly higher than the other.(3) There were no significant difference between nursing students and other professional on the academic self-efficacy and learning motivation.There were also some dimensions of learning motivation were significantly lower than the other professional: “Challenging” dimension was lower than the midwifery. External motivation was below to inspection, “the pursuit of return” dimension was lower to the midwifery and pharmacy.(4) There was a significant correlation between academic able self-efficacy and learning motivation; academic behavioral self-efficacy also relevated with learning motivation except the “the pursuit of return”. Overall, the academic self-efficacy and learning motivation was positively correlated.There was a significant correlation between academic able self-efficacy and learning performance; but no correlation between academic behavioral self-efficacy and learning performance.(5) The only “depend on others evaluation” and “ selection of simple task” dimensions of learning motivation were significantly relevant to learning performance, while, the others were not.(6)Learning motivation between academic self-efficacy and learning adjustment was not significant(7) The interventions with substitute experience such as“ model-learning sessions”, strengthening self-awareness and reinforcing self-confidence can improve learning behavior self-efficacy and extrinsic learning motivation.That will promote academic effects by the end.