motivation; self-determination theory; nursing students
Résumé :
[en] This study aims to identify the motivation of 538 first year nursing school students for studying nursing, through the prism of self-determination theory. Results show a prevalence of autonomous motivations, and in particular intrinsic motivation to learn. Students who came from a professional background particularly justified their choice by the joy of learning. Furthermore, this study highlights the importance of self-fulfillment for nursing training, but also internalized pressure to succeed. The choice of this program of study also seems to be motivated by by the guarantee of employment upon graduation, especially for younger students. Finally, on a positive note, amotivation is not characteristic of these students. These results are discussed in the light of the atypical profile of educational and professional background of people who choose to enroll in nursing schools. [fr] Cette étude propose d’identifier les différents types de motivation de 538 étudiant·es entrant en Instituts de Formation en Soins Infirmiers (IFSI), à travers le prisme de la théorie de l’autodétermination. Les résultats montrent une prépondérance de motivations autonomes, et notamment de la motivation intrinsèque à la connaissance. Les étudiant·es rapportant un bagage professionnel préalable à leur entrée en IFSI motivent particulièrement leur choix d’études par le plaisir d’apprendre. Par ailleurs, cette étude met en évidence l’importance de l’accomplissement et de la satisfaction de soi dans cette formation, mais également la présence d’une pression interne à la réussite. Le choix des étudiant·es semble également régulé par la garantie de l’emploi à la sortie de leurs études, surtout chez les étudiant·es les plus jeunes. Enfin, un constat rassurant révèle que l’amotivation n’est pas caractéristique de ces étudiant·es. Ces résultats sont discutés au regard du profil atypique d’antécédents scolaires et professionnels du public accueilli par les IFSI.
Disciplines :
Education & enseignement
Auteur, co-auteur :
Sacre, Margault ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Le Hénaff, Benjamin
Toczek, Marie-Christine
Policard, Florence
Serres, Guillaume
Paulet, Catherine
Petit, Sabine
Neuville, Emmanuelle
Lafontaine, Dominique ; Université de Liège - ULiège > Département des Sciences de l'éducation > Département des Sciences de l'éducation
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