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

Cesar M Dalida; Dyrly Dyezebel C Dy; Allan F Fermin; Elsie L Fermin; Luche B Guido; Edward Jeremy V Juane; Michael John V Flores

doi:10.58545/jrcnp.v3i1.407

Authors

Cesar M Dalida St. Bernadette of Lourdes College, Quezon City, Philippines
Dyrly Dyezebel C Dy St. Bernadette of Lourdes College, Quezon City, Philippines
Allan F Fermin St. Bernadette of Lourdes College, Quezon City, Philippines
Elsie L Fermin St. Bernadette of Lourdes College, Quezon City, Philippines
Luche B Guido St. Bernadette of Lourdes College, Quezon City, Philippines
Edward Jeremy V Juane St. Bernadette of Lourdes College, Quezon City, Philippines
Michael John V Flores St. Bernadette of Lourdes College, Quezon City, Philippines

DOI:

https://doi.org/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.

Keywords:

Self-Determination, Academic Motivation, Nursing Students, Transition, Face-to-Face Learning

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Author Biographies

Cesar M Dalida, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Dyrly Dyezebel C Dy, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Allan F Fermin, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Elsie L Fermin, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Luche B Guido, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Edward Jeremy V Juane, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

Michael John V Flores, St. Bernadette of Lourdes College, Quezon City, Philippines

College of Nursing

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