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All Journal Journal of Rural Community Nursing Practice Journal of Rural Community Nursing Practice
Fermin, Allan F
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Health Professions Immunology & microbiology Medicine & Pharmacology Nursing Public Health Social Sciences

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Self-Determination and Academic Motivation among Nursing Students in their Transition to Face-to-Face Learning in Selected Higher Education in Quezon City, Philippines: A Sequential Explanatory Design Dalida, Cesar M; Dy, Dyrly Dyezebel C; Fermin, Allan F; Fermin, Elsie L; Guido, Luche B; Juane, Edward Jeremy V; Flores, Michael John V
Journal of Rural Community Nursing Practice Vol. 3 No. 1 (2025): March
Publisher : Al-Hijrah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58545/jrcnp.v3i1.407

Abstract

Background: The COVID-19 pandemic has significantly impacted the educational landscape, leading to the adoption of virtual learning in the Philippines. Purpose: This study aimed to identify students' self-determination and academic motivation following virtual learning and their experiences transitioning to face-to-face learning in selected higher education institutions in Quezon City, Philippines. Methods: The study employed a Mixed-type research approach, specifically the Sequential Explanatory Research Design, with a sample size of 148 nursing students in District 5 in Quezon City. Results: A high level of self-determination was found among participants, significantly correlating the type of family. Three subscales were identified regarding academic motivation: Mastery, Performance Approach, and Performance Avoidance. Participants displayed high motivation in the Mastery subscale, moderate motivation in Performance Avoidance, and lower motivation in Performance Approach. The study established a strong association between self-determination and academic motivation, suggesting that a student with self-determination is likely to be academically motivated, while academic motivation can help develop self-determination. Qualitative analysis revealed three themes: Multifaceted Feelings, Transformative Shift, and Relational Pillars, illustrating the emotional complexities, physical and psychological changes, and the crucial role of support systems during the transition. Conclusions: The study highlights the importance of considering self-determination and academic motivation in understanding students’ experiences during the transition to face-to-face learning. The findings provide insights into this transition’s emotional and adaptive aspects, emphasizing the interconnectedness of personal relationships with academic resilience.
Self-Determination and Academic Motivation among Nursing Students in their Transition to Face-to-Face Learning in Selected Higher Education in Quezon City, Philippines: A Sequential Explanatory Design Dalida, Cesar M; Dy, Dyrly Dyezebel C; Fermin, Allan F; Fermin, Elsie L; Guido, Luche B; Juane, Edward Jeremy V; Flores, Michael John V
Journal of Rural Community Nursing Practice Vol. 3 No. 1 (2025): March
Publisher : Al-Hijrah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58545/jrcnp.v3i1.407

Abstract

Background: The COVID-19 pandemic has significantly impacted the educational landscape, leading to the adoption of virtual learning in the Philippines. Purpose: This study aimed to identify students' self-determination and academic motivation following virtual learning and their experiences transitioning to face-to-face learning in selected higher education institutions in Quezon City, Philippines. Methods: The study employed a Mixed-type research approach, specifically the Sequential Explanatory Research Design, with a sample size of 148 nursing students in District 5 in Quezon City. Results: A high level of self-determination was found among participants, significantly correlating the type of family. Three subscales were identified regarding academic motivation: Mastery, Performance Approach, and Performance Avoidance. Participants displayed high motivation in the Mastery subscale, moderate motivation in Performance Avoidance, and lower motivation in Performance Approach. The study established a strong association between self-determination and academic motivation, suggesting that a student with self-determination is likely to be academically motivated, while academic motivation can help develop self-determination. Qualitative analysis revealed three themes: Multifaceted Feelings, Transformative Shift, and Relational Pillars, illustrating the emotional complexities, physical and psychological changes, and the crucial role of support systems during the transition. Conclusions: The study highlights the importance of considering self-determination and academic motivation in understanding students’ experiences during the transition to face-to-face learning. The findings provide insights into this transition’s emotional and adaptive aspects, emphasizing the interconnectedness of personal relationships with academic resilience.
Co-Authors Dalida, Cesar M Dy, Dyrly Dyezebel C Fermin, Elsie L Flores, Michael John V Guido, Luche B Juane, Edward Jeremy V