Motivational Strategies for Learning Among Undergraduate Nursing Students: A Descriptive and Analytical Study

Abstract

Background: Motivation and learning strategies play a pivotal role in the academic and clinical performance of nursing students. Understanding how motivational beliefs and self-regulated learning strategies interact can help design effective educational interventions. Objectives: The present study aimed to examine the relationship between motivational strategies and learning strategies among undergraduate nursing students. Methods: A descriptive-analytical cross-sectional study was conducted among 102 eighth-semester undergraduate nursing students from Lorestan University of Medical Sciences, Iran. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ) and analyzed using Pearson correlation and multiple regression analysis. Results: A significant positive correlation was found between total motivation and all learning strategy subscales (except for help seeking). Self-efficacy and intrinsic goal orientation were significant predictors of learning strategy use, particularly metacognitive self-regulation and time management. Conversely, time management and metacognitive regulation also predicted higher motivation scores. Conclusions: Motivation and learning strategies are closely interconnected. Nursing educators should prioritize developing students’ self-efficacy, intrinsic motivation, and metacognitive skills through learner-centered teaching methods to enhance academic performance and clinical competence.