Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

A Mixed Methods Study on Character Traits of Nursing Students and Faculty Influencing a 100% Passing Rate in the Nursing Licensure Exam in the Philippines

INTRODUCTION

This study explores the character traits contributing to the 100% passing rate of nursing graduates in the Nursing Licensure Examination (NLE) in the Philippines over the past decade. Understanding these traits provides insights into the factors driving academic and professional success in nursing.

METHODS

Employing a convergent parallel mixed methods design, this study combined quantitative and qualitative approaches. Data were collected through electronic surveys from 222 nursing alumni and 39 faculty members, focusing on character traits and behaviors linked to NLE success. The quantitative data were analyzed using Statistical Product and Service Solutions (SPSS, version 29; IBM SPSS Statistics for Windows, Armonk, NY) for descriptive statistics and factor analysis. Additionally, in-depth interviews with 21 alumni and 15 faculty members provided qualitative insights. Data saturation was reached with 11 faculty and 13 alumni, ensuring comprehensive coverage of the participants' experiences.

RESULTS

Quantitative results from factor analysis showed that spirituality, love of learning, honesty, and kindness are among the qualities that are necessary for success in NLE. These character traits have a significant impact on both career readiness and academic performance. Qualitative results revealed the importance of resilience, faculty support, and peer relationships in fostering these attributes. It became evident that building a healthy learning environment required the support of peers and professors and that resilience was necessary to manage the stress of tests. Both datasets emphasized the need for a strong character and academic achievement in conjunction with long-term success.

DISCUSSION

The study highlights that obtaining a high NLE passing rate is mostly dependent on academic knowledge in addition to character attributes. Character education techniques such as role-playing, reflective writing, and service-learning can be incorporated into nursing curricula to improve attributes such as empathy and resilience. Continuous faculty development and structured mentorship are also crucial.

CONCLUSION

Character development must be incorporated into academic learning in nursing education. Focusing on qualities such as empathy, resilience, and ethical judgment, along with implementing character education tactics such as service-learning and reflective writing, are crucial to prepare graduates to succeed in professional practice and board exams. A comprehensive approach that blends character development with academic achievement produces skilled and compassionate healthcare professionals.

Effect of English Learning Motivation on Academic Performance Among English Majors in China: The Moderating Role of Certain Personality Traits

Background

Previous studies have explored the interrelationship among learning motivation, personality traits, and academic performance, but little is known about the role of personality traits in the relationship between foreign language learners' motivation and academic performance, especially in the Chinese setting, where English is taken as a compulsory course in universities.

Purpose

This study aimed to fill the gap by investigating the relationship between English learning motivation and academic performance among English majors in China and identifying the moderating role of certain personality traits, sequentially providing some implications for improving college English teaching strategies in China.

Methods

English majors (N=273) from different types of universities in China were recruited to complete the revised version of the English learning motivation scale and big five personality traits scales via an online survey platform. Descriptive statistics, correlation analyses and hierarchical regression analyses were performed to explore the relationships among the three variables.

Results

Results demonstrated that English learning motivation and openness both significantly influenced academic performance and significant interaction effects were found between English learning motivation and agreeableness. Specifically, agreeableness partially moderated the relationship between English learning motivation and academic performance, and English learning motivation had a positive effect on academic performance only for learners with lower levels of agreeableness.

Conclusion

These findings not only addressed the gap of the moderating role of personality traits in the motivation-performance relationship but also extended our knowledge of the roles of English learning motivation and certain personality traits in English learning within the context of China, where English is taken as a foreign language, thus providing practical suggestions for college English teachers and researchers in China to improve students academic performance.