Hopeful Thinking and Goal Orientation in High-Stakes Nursing Education Examinations

2.50
Hdl Handle:
http://hdl.handle.net/10755/308681
Category:
Abstract
Type:
Presentation
Title:
Hopeful Thinking and Goal Orientation in High-Stakes Nursing Education Examinations
Author(s):
March, Alice L.; Robinson, Sarah M.; Robinson, Cecil
Lead Author STTI Affiliation:
N/A
Author Details:
Alice L. March, PhD, RN, FNP-C, CNE, almarch@bama.ua.edu; Sarah M. Robinson, BSN; Cecil Robinson, PhD
Abstract:

Session presented on: Tuesday, November 19, 2013

Purpose: Hopeful thinking and achievement goal orientation predict academic achievement and graduation rates in many countries. This study's guiding framework posits that achievement goal orientation has two dimensions: mastery/performance, and approach/avoidance, creating four possible combinations. Students with mastery goals desire competence and students with performance goals want to excel above others. Students with approach goals see challenges as opportunities to achieve goals, whereas students with avoidance goals do not want appear incompetent; therefore, they study for high-stakes exams only to avoid required remediation assignments. Little research has examined relationships among these constructs and the likelihood of passing high-stakes exams designed to predict success on licensure exams. This study examined relationships among hopeful thinking, goal orientation, and performance on high-stakes examinations in pre-licensure nursing students.

Methods: Students enrolled in upper-division classes completed online surveys assessing hopeful thinking (Hope Scale) and goal orientation (Achievement Goal Questionnaire – Revised) prior to high-stakes testing. Data were analyzed using descriptive statistics, correlations, and regression analyses.

Findings: Analyses reveal that hope was positively correlated with mastery approach (r= .446, p< .001) and performance approach (r= .231, p= .004). Hope was not correlated with performance or mastery avoidance goal orientations. Regression analyses indicate that hope was positively related (b= 4.9, SE= 2.0, p= .02) and performance-avoidance was negatively related (b= -5.2, SE= 2.6, p= .05) with performance on the high-stakes exam.

Conclusion: When considering implications, the positive correlation of higher hopeful thinking scores with higher exam scores demonstrates the importance of considering strategies that may support or increase hopeful thinking among students during nursing education. Findings also suggest that remediation may not be the best approach for those who do not meet the passing score on the exam, because students who attained lower exam scores may have studied for exams only to avoid remediation.

Keywords:
hopeful thinking; high stakes testing
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleHopeful Thinking and Goal Orientation in High-Stakes Nursing Education Examinationsen_GB
dc.contributor.authorMarch, Alice L.en_GB
dc.contributor.authorRobinson, Sarah M.en_GB
dc.contributor.authorRobinson, Cecilen_GB
dc.contributor.departmentN/Aen_GB
dc.author.detailsAlice L. March, PhD, RN, FNP-C, CNE, almarch@bama.ua.edu; Sarah M. Robinson, BSN; Cecil Robinson, PhDen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308681-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p>Purpose: Hopeful thinking and achievement goal orientation predict academic achievement and graduation rates in many countries. This study's guiding framework posits that achievement goal orientation has two dimensions: mastery/performance, and approach/avoidance, creating four possible combinations. Students with mastery goals desire competence and students with performance goals want to excel above others. Students with approach goals see challenges as opportunities to achieve goals, whereas students with avoidance goals do not want appear incompetent; therefore, they study for high-stakes exams only to avoid required remediation assignments. Little research has examined relationships among these constructs and the likelihood of passing high-stakes exams designed to predict success on licensure exams. This study examined relationships among hopeful thinking, goal orientation, and performance on high-stakes examinations in pre-licensure nursing students. <p>Methods: Students enrolled in upper-division classes completed online surveys assessing hopeful thinking (Hope Scale) and goal orientation (Achievement Goal Questionnaire – Revised) prior to high-stakes testing. Data were analyzed using descriptive statistics, correlations, and regression analyses. <p>Findings: Analyses reveal that hope was positively correlated with mastery approach (<i>r</i>= .446, <i>p</i>< .001) and performance approach (<i>r</i>= .231, <i>p</i>= .004). Hope was not correlated with performance or mastery avoidance goal orientations. Regression analyses indicate that hope was positively related (<i>b</i>= 4.9, <i>SE</i>= 2.0, <i>p</i>= .02) and performance-avoidance was negatively related (<i>b</i>= -5.2, <i>SE</i>= 2.6, <i>p</i>= .05) with performance on the high-stakes exam. <p>Conclusion: When considering implications, the positive correlation of higher hopeful thinking scores with higher exam scores demonstrates the importance of considering strategies that may support or increase hopeful thinking among students during nursing education. Findings also suggest that remediation may not be the best approach for those who do not meet the passing score on the exam, because students who attained lower exam scores may have studied for exams only to avoid remediation.en_GB
dc.subjecthopeful thinkingen_GB
dc.subjecthigh stakes testingen_GB
dc.date.available2013-12-19T17:34:41Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:34:41Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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