Nursing students’ motivation regulation strategies in blended learning: A qualitative study

Kati Mäenpää, Hanna Järvenoja, Jouni Peltonen, Kirsi Pyhältö

Research output: Contribution to journalArticleScientificpeer-review


Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.
Original languageEnglish
JournalNursing and Health Sciences
Issue number3
Pages (from-to)602-611
Number of pages10
Publication statusPublished - Sep 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • blended learning
  • motivation
  • nursing education
  • nursing students
  • self-regulated learning
  • 516 Educational sciences
  • 316 Nursing

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