1.
A correlational study on nursing students at Arak University of Medical
Sciences were examined during the 2014–15 school year. 210 pupils were chosen
using the available sample. Data was gathered from Kees Social Welfare, academic
motivation, and surveys of academic vibrancy. SPSS 18 software was used to analyze
the data using multivariate regression tests and Pearson [Link] overall mean
ratings for academic vitality, academic motivation, and social wellbeing were
18.58±7.58, 40.55±5.98, and 98.68±13.21, respectively. Social wellbeing and
academic motivation were significantly and favorably correlated (r=0.183; p<0.001).
and the subscales of cognitive motivation (r=0.154; p<0.003) and emotional
motivation (r=0.103; p<0.048). Academic vitality was unable to predict academic
motivation since there was no link between academic vitality and academic
motivation or its sub-scales. However, 33% of the variation in academic motivation
could be predicted by social [Link] social welfare plays an important
role to determine the academic motivation
of nursing students. Nevertheless, academic vitality plays no role.
Abbasi M, Ayadi N, Shafiee H. Role of Social Well-Being and Academic Vitality in
Predicting the Academic Motivation in Nursing Students. Education Strategies in
Medical Sciences [Internet]. 2016 Feb 10 [cited 2025 Nov 20];8(6):49–54. Available
from: [Link]
a_id=899&slc_lang=en&sid=1&printcase=1&hbnr=1&hmb=1
2.A cross sectoinal study on 261 students from Dezful University of Medical Science
(DUMS) to look at students' academic accomplishment, academic motivation, and
social [Link]'s Academic Motivation Scale (AMS), Keyes' Social Well-
being Scale (SWBS), and a demographic questionnaire were used to gather data.
SPSS version 26 was used to analyze the data at the significance level of
[Link] average scores for students' academic achievement, academic motivation,
and social well-being were 17.12 ± 1.23, 127.16 ± 25.33, and 76.61 ± 11.35,
respectively. Academic motivation and social well-being were significantly positively
correlated (r = 0.234), whereas academic accomplishment and social well-being were
not significantly correlate (r = 0.077). Furthermore, there was no discernible
relationship between students' academic success and motivation (r = 0.084).
Additionally, the results showed that social well-being is linked to 28.5% and 1.11%
of the variation in academic accomplishment (ADJ.R2 = 0.111) and academic
motivation (ADJ.R2 = 0.285), [Link] well-being, particularly the
components of participation, solidarity, and social acceptance, is a relevant factor in
students’ academic motivation.
Rahimi H, Hooman Etedali, Latifhadad M. The impact of social well-being on
students’ academic motivation and academic achievement: a case study from Iran.
BMC Medical Education. 2025 Nov 14;25(1):1598–8.
3.A descriptive correlational studies on 255 undergraduate nursing students enrolled
at one nursing school in an Iranian urban region during the academic year 2017–2018
were included in a descriptive correlational [Link] and content validity
techniques were used to verify the validity of this questionnaire. Students' age and
gender, academic year, marital status, interest in nursing, history of course dropouts,
and residency status were all included in this questionnaire. Data was gathered using
the Oxford Happiness Questionnaire (OHQ), Hermans Achievement Motivation
Questionnaire (HAMQ), and demographic data questionnaire. Happiness and success
motivation had respective total means (SD) of 40.73 (11.20) and 82.61 (7.50).
Happiness and accomplishment motivation were directly and significantly correlated
(r = 0.36, p < 0.001). Happiness and students aged 21-24 were shown to be
significantly inversely correlated (β = −3.99, p < 0.03). Happiness and marriage (β =
5.33, p = 0.03) and interest in nursing (β = 4.78, p = 0.02) were directly correlated.
Furthermore, accomplishment motivation was negatively correlated with studying in
the fourth academic year (β = −3.06, p = 0.03) and history of course dropouts (β =
−3.45, p = 0.002), and directly correlated with female gender (β = 1.93, p = 0.03) and
interest in nursing (β = 3.71, p = 0.005). Previous studies have shown that happiness
and achievement can be related to various variables. Happy students had improved
psychological health and a better quality of life, according to a descriptive-
correlational study on 165 students [22]. A cross-sectional research including 301
students was carried out by Moltafet et al. to examine the connection between
religious inclination, personality attributes, and happiness. They found that
extroversion (β = 0.21) and intrinsic religious orientation (β = 0.21) were positive
predictors of happiness, whereas neurotic was a negative predictor (β = −0.24) based
on multiple regression [23]. Furthermore, Paeezi et al. discovered that those who were
happy also performed better academically [24]. The self-efficacy of clinical
performance and achievement motivation were shown to be significantly correlated (r
= 0.61) in another correlational study on Iranian female preuniversity students [25].
Therefore, officials and nursing education lecturers should consider programs to
increase students’ happiness
Amani Nezhad J, Abazari F, Mardani A, Maleki M, Hebda T. Happiness and
Achievement Motivation among Iranian Nursing Students: A Descriptive
Correlational Study. Khani jeihooni A, editor. BioMed Research International. 2022
Apr 20;2022:1–10.
4.A descriptive and cross sectional study on 411 students from a national university's
health college made up the research sample: 140 nursing students, 157 midwifery
students, and 114 emergency and disaster management students.A survey created by
the investigators and the Perceived Social Data was gathered using the Support Scale-
R. The students perceived social support point average was 128.64 (on a scale of
150), while their grade point average was 2.68 (on a scale of 4.00). A somewhat
favorable relationship was
discovered between academic success and the perceived levels of social support.
Students who were female, had no psychiatric issues, were happy where they lived,
and had decent financial conditions all had greater levels of social support. These
groups had higher weighted grade point averages: nursing students, seniors, high
school graduates in vocational health, high school graduates with great marks,
students who believe they have excelled intellectually, and students who
often [Link] study identified the individual, educational and familial factors that
affect academic achievement and social support perception and uses them to make
recommendations based on them.
Ulupinar S. The Effect of Perceived Social Support on Academic Achievement in
Health College Students. Journal of Psychiatric Nursing. 2016;
5.A cross sectional study on the relationship between resilience, satisfaction with life,
and happiness among medical and dental students in private colleges in Jeddah, Saudi
Arabia. The study includes 607 individuals, ranging from interns to third-year
students. A self-reported questionnaire was used to gather data. The Resilience Scale-
14 was used to measure resilience, the subjective happiness scale was used to evaluate
happiness, and the satisfied with life scale was used to measure life satisfaction.
ANOVA, linear regression, and the t-test were used to examine
the [Link] was significantly correlated with both pleasure (P < 0.001) and life
satisfaction (P < 0.001). Resilience was below average in 66.3% of cases, while life
satisfaction was below normal in 24.7% of cases. Compared to the other groupings,
resilience was stronger among female students, dentistry students, and students from
wealthy [Link] with high resilience are happier and more satisfied with
their lives.
Aboalshamat KT, Alsiyud AO, Al-Sayed
RA, Alreddadi RS, Faqiehi SS, Almehmadi SA. The relationship between resilience,
happiness, and life satisfaction in dental and medical students in Jeddah, Saudi
Arabia. Nigerian Journal of Clinical Practice [Internet]. 2018 Aug 1;21(8):1038–43.
Available from: [Link]
6.A cross relational study was conducted on high school students of
Abhar to ascertain how high school students' academic success and personal
motivation and satisfaction relate to each other. 341 students were chosen using
cluster random [Link], surveys on happiness and internal motivation
administered. In this study two standardized tool were used Oxford Happiness
questionnaire and intrinsic motivation [Link] correlation between intrinsic
motivation and academic achievement (0/126) is significant. So with 0/95 confidence
can be concluding that there is positive and significant relationship between happiness
and academic [Link] academic grade average was used to gauge their
academic [Link] both male and female students, there is no difference in the
association between academic accomplishment and internal motivation or between
academic achievement and [Link] results of regression analysis showed that
only internal motivation is able to predict academic achievement.
Back Cover. Trusts & Trustees. 2017 Dec 1;23(10):i11–1.
7.A descriptive analytical study, 272 students from three departments at Bam
University of Medical Sciences—the Health Department, the Nursing and Midwifery
Department, and the Medicine Department. The Cochran formula was used to get the
sample size. The Oxford Happiness Questionnaire and the Spiritual Intelligence Self-
Assessment Inventory were utilized in this study to gather data. The Pearson
correlation coefficient and independent t-test were used to examine the data using
SPSS (version 23). When spiritual intelligence and happiness were compared, it was
found that there was a significant association (P <0.05) between the two, meaning that
a rise in one led to an increase in the other. Age, marital status, and sex did not
significantly correlate with mean happiness or spiritual intelligence scores. Spiritual
intelligence as the basis of individual beliefs plays a fundamental role in various fields
of human life, especially the provision and promotion of mental health.
Aliabadi PH, Mahani MA, Omidi A, Hadi Khoshab, Arab M, Aboutaleb Haghshenas.
The Relationship between Spiritual Intelligence and Happiness in Students of Bam
University of Medical Sciences . Journal of Biochemical Technology [Internet]. 2019
[cited 2025 Nov 20];10(2-2019):81–6. Available
from: [Link]
and-happiness-in-students-of-bam-university-of-medical-sciences
8.A correlational study on MA students of Islamic Azad University of Sari,
Humanities Faculty, studying General, Clinical and Educational psychology in second
semester 90-91. Totally, 50 students (25 males and 25 females) completed happiness
questionnaire (Oxford) and achievement motive questionnaire (Helmreich). The
students were selected randomly. Research Instrument was "Oxford Happiness
Questionnaire" including 29 items and students were asked to choose a
statement best show their feeling. Another instrument was "Helmreich Achievement
Motive Questionnaire" including 19 items rated on a 5 point Likert type Scale ranging
from 1) Strongly agree, 2) agree, 3) neutral, 4) disagree, and 5) strongly disagree. The
instrument was used to measure students' achievement motive and its results were
used in the present study. Since correlation coefficient (r = 0.094) with degree of
freedom (df = 23) and significance level of 95 percent (α=0.05) is more than critical
coefficient (r=0.039) and correlation coefficient (r =1.06) with degree of freedom
(df=21) and significance level of 95 percent (α=%5) is more than critical coefficient
(r=0.039)having research hypotheses approved therefore, there is a relationship
between happiness and achievement motive among boy students. . Motivation inspires
people to progress and progression will help to make people happy, especially if
they working toward things that make them happy, so motivation lead to happiness in
life.
Hassanzadeh R, Mahdinejad G. Relationship between Happiness and Achievement
Motivation: A Case of University Students. Journal of Elementary Education
[Internet]. 23(1):53–65. Available from: [Link]
Files/Article%20No.%205_JEE_Vol_23_No_I.pdf
[Link] analytical cross-sectional study included 262 eligible nursing students selected
through convenience sampling from the School of Nursing and Midwifery at Shahid
Beheshti University of Medical Sciences, Tehran, Iran. To evaluate health-related
quality of life, academic burnout, and academic motivation, the 12-item Short Form
Health Survey, the Academic Motivation Scale, and Breso’s Academic Burnout Scale
were administered, respectively. The study achieved a 95% response rate. Academic
success was assessed using the nursing program grade point average. Data analysis
was conducted using SPSS Statistics (version 26) and Mplus (version 6.12) software,
with a significance level set at [Link] response rate for the study was 95%, with a
total of 261 nursing students participating, who had an average age of 22.57 ± 3.32
years. The mean academic semester among the participants was 5.87 ± 1.51 year. The
demographic analysis indicates a higher representation of males (55.9%) compared to
females (44.1%). A large majority of the students were single (95.4%), while only
4.6% were married. The distribution across academic years was fairly balanced, with
third-year students making up 34.5%, second-year students at 33.5%, and fourth-year
students at 32.0%. Moreover, 67.8% of the respondents expressed an academic
interest, whereas 32.2% did [Link] study findings indicate that nursing education
planners and instructors should develop and implement appropriate measures to
enhance academic success in nursing students. These measures should also promote
their health-related quality of life, academic motivation, and reduce academic
burnout.
Torkani F, Ahmadi SH, Binazir A, Fath MM, Shafigh N, Asadiparvar-Masouleh H, et
al. The relationship between health-related quality of life and academic success in
nursing students: the mediating role of academic burnout and academic motivation.
BMC Medical Education. 2025 Jan 9;25(1).
10.A cross-sectional, descriptive correlational design was used to examine the
relationship between nursing students’ happiness and emotional intelligence and their
perceived caring behaviors. A purposive sampling was used in this study and the
questionnaires were distributed to nursing students in a nursing college located in
Riyadh, the capital of KSA.
Data were collected by sending a link to potential participants for accessing the online
survey. Students who accessed the survey link and agreed to participate received
written instructions provided online on the process for responding to the survey
questions. The online survey link was opened from November 2021 and July
[Link] include demographic data survey, Oxford Happiness Questionnaire,
Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale.
Descriptive and multiple regression analyses were conducted for this study.
In the final regression analysis the model explained 19.5% of the variance in the mean
caring behaviors score (F = 14.372, p < 0.001). Both emotional intelligence (b =
0.411, p < 0.001) and happiness (b = 0.349, p < 0.001) were statistically significant
predictors of the mean caring behaviors score.
Nursing students reported their highest degree of caring was in terms of ‘respectful
differences to others’, while their lowest was in ‘knowledge and skills’. Emotional
intelligence and happiness were significant predictors of caring behaviors and
explained the variance in assurance of human presence (17.5%), knowledge and skills
(17.5%), respectful differences to others (18%), and positive connectedness (12.9%).
In the final regression model, emotional intelligence and happiness were significant
predictors of caring behaviors and explained 19.5% of the variance.
Emotional intelligence and happiness among nursing students were found to
be important factors to improve their caregiving behaviors. Therefore, nursing
educators should consider integrating emotional intelligence and happiness
interventions for students into their curriculum.
Kumar TA, Khakha D, Joshi P, Das S, Manu K. Happiness and its determinants
among nursing students. Industrial Psychiatry Journal. 2022;31(2):293
11. A study was conducted to evaluate the learning skills of first-year [Link]. nursing
students on the pretest and posttest, as well as to ascertain the impact of motivational
strategies on learning skills and the relationship between learning skills and specific
demographic [Link] the first-year class at Snehodaya College of Nursing in
Vallakkunnu, 47 students were chosen. Samples are chosen using practical sampling
methods. Pre-experimental design was the chosen research design for the
investigation. Prior to the interventional program, a structured questionnaire was used
to gather data. Twelve days of motivational tactics were administered, and a post-test
was carried [Link] study's findings showed that 74.4% of first-year BSc nursing
students had outstanding learning skills in the post-test and 8.5% had excellent
learning skills in the pretest. In the pretest, 66% of students demonstrated strong
learning abilities, while in the posttest, 25.5% did. None of them had average learning
skills on the post-test, but 25.5% had average learning skills on the pre-test. The
average post-test score (71.67) is greater than the average pre-test score (57.56).
Better coping was demonstrated by the t test (t=16.10, t46=2.02) at p<0.05. Among
the demographic variables that were chosen, typeschool studied (?2=25.505) was
linked to learning skills in first-year BSc nursing students. There is no correlation
with the other [Link] was discovered that first-year BSc nursing students'
learning skills significantly improved following the application of motivational
strategies.
A.P B, M.A S, Grace D, Shaiju E, E J F, Shaju G, et al. Effectiveness of
Motivational techniques on learning skills among first year [Link]. nursing
students in a selected College of nursing, Thrissur. Asian Journal of Nursing
Education and Research. 2022 Feb 16;75–
12.A correlation study was conducted from December 2019 to February 2020
with bachelor nursing students at Isfahan University of Medical Sciences in
Iran. Three components made up the data collecting instruments: the Hermans
Achievement Motivation Questionnaire, the World Health Organization QoL-
Brief Questionnaire (WHOQOL-BREF), and a demographic questionnaire.
The relationship between QoL mean domain scores and academic
achievement motivation score was assessed using the Pearson correlation.
Physical, psychological, social, environmental, and academic accomplishment
motivation ratings had QoL mean (SD) scores of 14.95 (2.43), 13.42 (2.74),
13.96 (3.39), 13.62 (2.54), and 84.40 (7.73). The academic accomplishment
motivation score showed Pearson correlations of 0.30, 0.35, 0.12, and 0.22
(p<0.05) for the physical, psychological, social, and environmental QoL mean
domain scores. The only statistically significant predictor of academic
performance motivation using conventional multiple regression was the
psychological mean domain score (ß = 0.31). Relationships exist between
academic achievement motivation and QoL domains of nursing students,
particularly in the psychological domain.
Google Scholar [Internet]. [Link]. 2025 [cited 2025 Nov 20]. Available
from: [Link]
hl=en&volume=26&publication_year=2021&pages=332-336&journal
13.A descriptive-correlational study on students of Babol University of
Medical Sciences in 2018, in which 494 people (253 girls and 255 boys)
were selected. Herman’s achievement motivation inventory (1970), Solomon
& Rohblum Academic Procrastination Scale (1984) and Rotter’s Locus of
Control Scale (1966) were evaluated. To analyze the data, SPSS 18 and Amos
23software were used. Academic procrastination (65.47±7.06), locus of
control (12.37±3.75), achievement motivation (80.23±7.94), and academic
achievement (16.60±1.62) were the descriptive statistics' mean and standard
deviation. According to the results of the inferential statistics, academic
procrastination and academic accomplishment have a substantial negative link
(P≤0.01), whereas achievement motivation and locus of control have a
significant positive relationship with academic achievement. The study model
was validated, and academic procrastination, locus of control, and success
motivation may all account for 0/38 of academic accomplishment. Therefore,
with decrease of Academic Procrastination and increase Locus of Control
can increase achievement motivation in students and, ultimately
improve academic achievement.
Google Scholar [Internet]. [Link]. 2019 [cited 2025 Nov 20]. Available
from: [Link]
hl=en&volume=8&publication_year=2019&pages=21-
28&journal=The+Journal+of+Nursing+Education&author=F.
+Rasouli&author=A.+Sangan
14.A qualitative study was conducted in Saveh University of Medical
Sciences. Focus groups and one-on-one semi-structured interviews with forty
nursing students, instructors, and lecturers from nursing and midwifery
schools were used to gather the data. A deliberate sampling technique was
used to choose the participants. Using traditional qualitative content analysis,
data analysis was carried out continuously. The strategies to encourage
academic motivation in nursing students were divided into four main
categories: strategies relevant to clinical education (improving the quality of
clinical training and optimizing the academic and clinical relationships),
strategies relevant to faculty (providing extracurricular activities, appropriate
curriculum programming, and educational and welfare facilities), and
strategies relevant to professors (empowering and motivating to improve the
quality of teaching). In general, improving the quality of education and
creating positive attitude in nursing students increase their academic
motivation.
Saeedi M, Parvizy S. Strategies to promote academic motivation in nursing
students: A qualitative study. Journal of Education and Health Promotion
[Internet]. 2019 Apr 24;8(86). Available
from: [Link]
15.A descriptive study consisting of three empirical sub-studies, which are
reported in three articles. Nursing students' (n = 90, n = 98) study-related
motivation control and its relationship to academic achievement and study
well-being (study engagement, study burnout) in conventional on-campus and
blended learning contexts were longitudinally evaluated in Substudies I and
II. Substudy III looked at how students (n = 12) used various motivation
regulation techniques and what factors improved their utilization when
enrolled in a blended learning program. A mixed-method approach was
employed in the dissertation. Surveys, registration data, and interviews were
used to gather the information. Both quantitative and qualitative
methodologies were used in the analysis. The results indicate that nursing
students’ motivation regulation is versatile and adaptable. Several individual
and situational factors enhance the use of these strategies.
Mäenpää K. Motivation regulation and study well-being during nurse
education studies. Oulufi [Internet]. 2021 [cited 2025 Nov 20]; Available
from: [Link]
[Link] analytical cross-sectional study included 262 eligible nursing students
selected through convenience sampling from the School of Nursing and
Midwifery at Shahid Beheshti University of Medical Sciences, Tehran, Iran.
The Academic Motivation Scale, Breso's Academic Burnout Scale, and the
12-item Short Form Health Survey were used to assess academic burnout,
academic motivation, and health-related quality of life, respectively. A 95%
response rate was attained for the research. The nursing program grade point
average was used to evaluate academic performance. Mplus (version 6.12) and
SPSS Statistics (version 26) were used for data analysis, with a significance
level of 0.05. According to the study, academic achievement was not
directly impacted by health-related quality of life, although it may be
improved by intrinsic motivation (B = 0.005, 95% CI = -0.01 to 0.005, p =
0.05). Additionally, academic burnout and intrinsic motivation might mediate
the relationship between health-related quality of life and academic
achievement (B = 0.013, 95% CI = 0.005 to 0.02, p = 0.01). The study
findings indicate that nursing education planners and instructors should
develop and implement appropriate measures to enhance academic success in
nursing students.
Torkani F, Ahmadi SH, Binazir A, Fath MM, Shafigh N, Asadiparvar-
Masouleh H, et al. The relationship between health-related quality of life and
academic success in nursing students: the mediating role of academic burnout
and academic motivation. BMC Medical Education. 2025 Jan 9;25(1).
17.A cross sectional study on 182 full-time nursing students from a university
in the UK's East Midlands made up the opportunity sample (92% response
rate). The Self-Compassion Scale – Short Form (SCS-SF) (α =.87), the Brief
Resilience Scale (BRS) (α =.86), the Academic Motivation Scale (AMS)
(intrinsic, extrinsic, and amotivation subscales, α =.81-.92), the Utrecht Work
Engagement Scale for Students (UWES-S) (α =.90), and the Short
Warwick- Edinburgh Mental Well-Being Scale (SWEMWBS) (α =.89) were
the five validated self-report measures. Resilience (β = 0.50) and mental health
(β = 0.29) were shown to be significant predictors in their regression study,
accounting for 52% of the variation in self-compassion. According to
the study's, resilience and mental health are the best indicators of self-
compassion in nursing students, underscoring the necessity of promoting these
domains to enhance students' general psychological well-being.
Kotera Y, Cockerill V, Chircop J, Kaluzeviciute G, Dyson S. Predicting self-
compassion in UK nursing students: Relationships with resilience,
engagement, motivation, and mental wellbeing. Nurse Education in Practice
[Internet]. 2021 Feb 1;51(51):102989. Available from:
[Link]