Of Maslow´s Motivation And Heider's Attribution Theory In Nursing Students

Most studies have an underlying mechanism that creates a foundation for the research or runs throughout the study in the background. This project is built upon Maslow’s Motivation and Heider’s Attribution theories as a basis of research. Regarding motivational theory, human behavior is influenced by external and internal factors concurrently. Generally speaking, students are affected by their ability to make choices and express free will. Factors that determine success can be inside one’s mind as well as environmental. Heider’s theory on the other hand, attempts to understand why something happens so that future events can be predicted and controlled in some way (Current Nursing, 2013). This is exactly what we are examining regarding the link

Therefore, our statement of the problem can be stated as: students have a choice in determining their academic success or failure. Their choice is influenced by motivation, self-efficacy, and personality traits. In contrast, Heider’s Attribution theory stresses dispositional or internal factors. According to these factors, Attribution theory attempts to explain the behavior of other people or events (Current Nursing, 2013). This theory correlates with our study because we will be examining internal and dispositional factors of successful nursing students. As mentioned previously, our hypothesis states: “If students are highly motivated, show an introverted personality while managing their stress and emotions, they will be successful in the nursing program.” Maslow’s theory suggests that motivation occurs through unsatisfied needs, and that certain basic factors need to be met before superior needs can be satisfied (Maslow, 1987). Satisfying needs is achieved and driven in regards to wanting to be successful and to showcase your abilities accomplishments.

Operational Definition of

Each question was designed to assist in finding data that works to correlate student academic success, personality variances, motivational factors, self-efficacy characteristics, and important perceived nursing qualifications. The 20-question survey was distributed to each nursing student who meets the criteria in one of their scheduled classes at a southern regional university. Students were informed that the survey will remain anonymous and that by completing it they were implying informed consent that their data may be