Sociodemographic and Work-Related Variables Affecting Achievement Motivation Among Professionally Active Nurses Under Study

doi:10.21203/rs.3.rs-4866939/v1

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Sociodemographic and Work-Related Variables Affecting Achievement Motivation Among Professionally Active Nurses Under Study

https://doi.org/10.21203/rs.3.rs-4866939/v1

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Achievement motivation is a particular category of an employee’s motives towards professional development, and is associated with positive emotions in challenging task-oriented situations. Our objective was to determine the effect of selected sociodemographic and work-related variables on achievement motivation according to the Achievement Motivation Inventory (LMI) for professionally active nurses. The study included 830 Polish nurses. We have applied the diagnostic survey method, the questionnaire technique, using the LMI and the authors’ survey questionnaire. A statistically significant positive correlation was demonstrated between the respondents’ age and seniority and selected LMI scales. In terms of the effect of educational background on achievement motivation according to the LMI, it was concluded that there was a statistically significant difference at selected LMI levels. The study demonstrated the effect of sociodemographic variables (age and educational background of the nurses under study), as well as the effect of work-related variables (work experience, completed postgraduate training, and the work organization system) on achievement motivation according to the LMI in selected domains. There are statistically significant differences in achievement motivation among the nurses under study according to the LMI, depending on their knowledge of the EBNP issues during their education.

Earth and environmental sciences/Environmental social sciences

Health sciences/Health occupations

sociodemographic variables

work-related variables

achievement motivation

LMI

Carrying out research and using scientific evidence in daily professional practice is becoming an internal part of nursing practice and professional development. The implementation and development of the Evidence-Based Nursing Practice, EBNP depend on the involvement of the nursing community. This involvement in the process of EBNP development in nursing depends on the nurses’ motivation for action and the associated changes and for continuing education and personal and professional development.

“Professional development is an integral part of personal development and a significant component of a person’s life biography as seen from a holistic perspective” [1]. Professional development cannot, therefore, be “analyzed in isolation from personal development, as these are those spheres of human activity which, at a certain period of life, run in parallel, interpenetrate, and influence each other” [1].

A proposal was made to categorise the employee’s motives towards professional development. In the most general terms, the following are distinguished: extrinsic motivation (the stimuli triggering the employee’s educational activity include: the expectations articulated by the employer towards the employee; anticipated expectations of the employer towards the employee; actions taken after analyzing the situation of the personnel in the organization and/or in the labour market”); intrinsic motivation (the stimuli triggering the educational activity of the employee are “the actions taken due to interest in a specific area of issues”) [2]. Achievement motivation is a particular type of motivation defined as a “tendency to achieve and exceed standards of excellence, associated with feeling positive emotions in task-oriented situations perceived as challenging” [3].

In order to obtain a comprehensive diagnosis of achievement motivation, it is necessary to examine all the relevant dimensions. The current edition of the Achievement Motivation Inventory (AMI), known as the Leistungsmotivationsinventar (LMI) in German, and developed by Schuler and Prochaska, operates on the premise that achievement motivation is the primary source of variance in professional accomplishments in addition to general intellectual ability [4].

This study examines sociodemographic and work-related variables to determine their impact on achievement motivation according to the LMI of professionally active nurses.

Within the group of the respondents, graduates of a medical university constituted more than 48%, and 84% of the respondents completed postgraduate training. The established mean work experience amounted to 18.9 years (SD = 11.86 years). The majority of the nurses surveyed in the course of the present study had an employment contract (84.7%), followed by those working in a two-shift system (61.2%), or in a clinical hospital (25.7%). Nearly 65% of the respondents declared not using EBNP in their work. Within the study group, almost 62% declared having learned about EBNP in the course of their education (with 40.5% during studies).

The Supplementary Table S1 and S2 show achievement motivation according to the Achievement Motivation Inventory (T-score scale) determined for the respondents – subscale analysis, together with achievement motivation in keeping with the Achievement Motivation Inventory (T-score scale) of the respondents – factorial scale analysis.

Tables 1 and Table 2 present the effect of sociodemographic variables on the established achievement motivation with respect to the nurses under study according to the LMI.

Table 1

The effect of the respondents’ age on achievement motivation according to the Achievement Motivation Inventory
Subscales	r-Pearson	t	p
Flexibility	0.04	1.178	0.239
Fearlessness	0.07	1.872	0.062
Preference for difficult tasks	0.05	1.370	0.171
Independence	0.15	4.253	< 0.001
Confidence in success	0.11	3.254	0.001
Dominance	0.10	2.865	0.004
Eagerness to learn	0.12	3.382	0.001
Goal orientation	0.01	0.393	0.694
Compensatory effort	0.08	2.396	0.017
Status orientation	-0.19	-5.391	< 0.001
Pride in productivity	0.04	1.210	0.227
Engagement	0.07	1.935	0.053
Competitiveness	-0.01	-0.419	0.676
Flow	0.10	2.793	0.005
Internality	0.05	1.462	0.144
Persistence	0.05	1.455	0.146
Self-control	0.14	3.989	< 0.001
Factorial scales
Self-confidence	0.12	3.444	0.001
Ambition	0.03	0.897	0.370
Self-control	0.09	2.661	0.008
r-Pearson – Pearson correlation coefficient, t-test statistic value, p – test probability

Table 2

The respondents’ achievement motivation according to the Achievement Motivation Inventory depending on educational background
Subscale	High school/College		Bachelor’s and/or Master’s degree		t_{(df = 802)}	p*	d	95% CI
Subscale	M	SD	M	SD	t_{(df = 802)}	p*	d	95% CI
Flexibility	48.32	9.93	50.42	9.86	-2.517	0.012	0.21	0.05; 0.38
Fearlessness	49.49	9.89	50.08	9.96	-0.707	0.480	–	–
Preference for difficult tasks	48.58	11.26	50.42	9.65	-2.157	0.031	0.18	0.02; 0.35
Independence	48.91	10.11	50.25	10.01	-1.582	0.114	–	–
Confidence in success	48.87	10.75	50.31	9.70	-1.718	0.086	–	–
Dominance	48.06	9.86	50.59	9.99	-3.004	0.003	0.25	0.09; 0.42
Eagerness to learn	48.64	10.52	50.38	9.82	-2.056	0.040	0.17	0.01; 0.34
Goal orientation	48.39	10.61	50.49	9.87	-2.470	0.014	0.21	0.04; 0.38
Compensatory effort	49.48	10.71	50.22	9.65	-0.875	0.382	–	–
Status orientation	46.47	9.41	51.02	9.90	-5.491	< 0.001	0.47	0.30; 0.63
Pride in productivity	48.92	11.08	50.36	9.58	-1.711	0.087	–	–
Engagement	48.81	9.35	50.40	10.05	-1.898	0.058	–	–
Competitiveness	48.46	10.00	50.45	9.95	-2.356	0.019	0.20	0.03; 0.37
Flow	50.39	10.85	49.97	9.74	0.497	0.619	–	–
Internality	49.78	10.24	50.02	9.91	-0.291	0.771	–	–
Persistence	48.46	9.36	50.37	10.19	-2.249	0.025	0.19	0.03; 0.36
Self-control	50.78	9.25	49.88	10.15	1.070	0.285	–	–
Factorial scales
Self-confidence	48.20	10.24	50.48	9.94	-2.693	0.007	0.23	0.06; 0.39
Ambition	48.23	10.49	50.55	9.72	-2.778	0.006	0.23	0.07; 0.40
Self-control	49.58	9.76	50.07	10.16	-0.572	0.568	–	–
M – mean, SD – standard deviation, p* - Student's t-test, d – Cohen's d effect size, CI – confidence interval

The effect of variables related to the work of the nurses involved in the present study on their achievement motivation as per LMI is presented in Tables 3–5.

Table 3

The effect of seniority on the respondents’ achievement motivation according to the Achievement Motivation Inventory
Subscales	r-Pearson	t	p
Flexibility	0.05	1.461	0.144
Fearlessness	0.05	1.374	0.170
Preference for difficult tasks	0.06	1.688	0.092
Independence	0.14	4.054	< 0.001
Confidence in success	0.11	3.207	0.001
Dominance	0.11	3.154	0.002
Eagerness to learn	0.11	3.014	0.003
Goal orientation	0.00	0.093	0.926
Compensatory effort	0.10	2.706	0.007
Status orientation	-0.15	-4.248	< 0.001
Pride in productivity	0.07	1.918	0.055
Engagement	0.08	2.110	0.035
Competitiveness	0.01	0.258	0.796
Flow	0.10	2.886	0.004
Internality	0.06	1.632	0.103
Persistence	0.05	1.414	0.158
Self-control	0.13	3.566	< 0.001
Factorial scales
Self-confidence	0.12	3.461	0.001
Ambition	0.05	1.314	0.189
Self-control	0.09	2.535	0.011
r-Pearson – Pearson correlation coefficient, t-test statistic value, p – test probability

Table 4

The respondents’ achievement motivation according to the Achievement Motivation Inventory depending on the completion of nursing specialist training
Subscale	Specialisation NO		Specialisation YES		t_{(df = 813)}	p*	d	95% CI
Subscale	M	SD	M	SD	t_{(df = 813)}	p*	d	95% CI
Flexibility	49.13	9.39	51.84	10.78	-3.668	< 0.001	0.28	0.13; 0.42
Fearlessness	49.51	9.84	51.17	10.28	-2.216	0.027	0.17	0.02; 0.31
Preference for difficult tasks	49.30	9.62	51.48	10.77	-2.918	0.004	0.22	0.07; 0.37
Independence	48.90	9.45	52.24	10.87	-4.505	< 0.001	0.34	0.19; 0.48
Confidence in success	49.32	9.68	51.32	10.39	-2.688	0.007	0.20	0.06; 0.35
Dominance	49.02	9.57	52.03	10.50	-4.069	< 0.001	0.31	0.16; 0.45
Eagerness to learn	49.29	9.65	51.48	10.57	-2.951	0.003	0.22	0.07; 0.37
Goal orientation	49.74	9.81	50.63	10.48	-1.195	0.233	–	–
Compensatory effort	49.48	9.94	50.98	9.98	-2.021	0.044	0.15	0.00; 0.30
Status orientation	50.17	10.04	49.62	9.89	0.728	0.467	–	–
Pride in productivity	49.53	10.04	51.04	9.73	-2.025	0.043	0.15	0.01; 0.30
Engagement	49.41	9.89	51.06	9.99	-2.228	0.026	0.17	0.02; 0.31
Competitiveness	49.87	9.65	50.19	10.57	-0.431	0.666	–	–
Flow	49.53	9.88	51.08	10.16	-2.072	0.039	0.16	0.01; 0.30
Internality	49.50	9.88	51.14	10.16	-2.207	0.028	0.16	0.02; 0.31
Persistence	49.31	9.88	51.36	10.34	-2.731	0.006	0.20	0.06; 0.35
Self-control	49.25	10.05	51.67	9.73	-3.261	0.001	0.24	0.10; 0.39
Factorial scales
Self-confidence	48.89	9.12	52.32	11.41	-4.628	< 0.001	0.35	0.20; 0.49
Ambition	49.52	9.92	50.97	9.95	-1.945	0.052	–	–
Self-control	49.23	10.00	51.55	10.12	-3.089	0.002	0.23	0.08; 0.38
M – mean, SD – standard deviation, p* - Student's t-test, d – Cohen's d effect size, CI – confidence interval

Table 5

The achievement motivation among nurses under study according to the Achievement Motivation Inventory depending on the work system
Subscale	Single-shift		Two-shift		t_{(df = 790)}	p*	d	95% CI
Subscale	M	SD	M	SD	t_{(df = 790)}	p*	d	95% CI
Flexibility	51.48	10.28	49.17	9.63	3.172	0.002	0.23	0.09; 0.38
Fearlessness	50.56	10.21	49.74	9.93	1.112	0.266	–	–
Preference for difficult tasks	51.59	9.63	49.11	10.31	3.344	0.001	0.25	0.10; 0.39
Independence	52.68	10.13	48.42	9.63	5.907	< 0.001	0.43	0.29; 0.58
Confidence in success	51.50	9.52	49.30	10.12	3.019	0.003	0.22	0.08; 0.37
Dominance	52.53	10.26	48.64	9.44	5.423	< 0.001	0.40	0.25; 0.54
Eagerness to learn	51.58	9.64	49.27	10.13	3.156	0.002	0.23	0.09; 0.38
Goal orientation	51.15	9.36	49.39	10.49	2.377	0.018	0.18	0.03; 0.32
Compensatory effort	50.88	9.43	49.60	10.31	1.735	0.083	–	–
Status orientation	50.71	9.98	49.49	10.00	1.672	0.095	–	–
Pride in productivity	50.81	9.84	49.54	10.08	1.737	0.083	–	–
Engagement	50.22	9.70	49.97	10.04	0.340	0.734	–	–
Competitiveness	50.05	10.32	50.11	9.53	-0.088	0.930	–	–
Flow	50.81	10.07	49.68	9.99	1.537	0.125	–	–
Internality	51.02	10.54	49.40	9.63	2.219	0.027	0.16	0.02; 0.31
Persistence	50.69	10.24	49.51	10.01	1.585	0.113	–	–
Self-control	51.10	10.36	49.50	9.77	2.176	0.030	0.16	0.02; 0.30
Factorial scales
Self-confidence	52.37	10.29	48.72	9.66	5.019	< 0.001	0.37	0.22 0.51
Ambition	51.02	9.42	49.51	10.26	2.067	0.039	0.15	0.01; 0.30
Self-control	51.06	10.58	49.35	9.82	2.303	0.022	0.17	0.03; 0.31
M – mean, SD – standard deviation, p* - Student's t-test, d – Cohen's d effect size, CI – confidence interval

Table 6 presents the effect of variables related to the knowledge of EBNP on the achievement motivation identified among the nurses under study, in line with LMI.

Table 6

The achievement motivation among the nurses under study according to the Achievement Motivation Inventory depending on the use of EBNP in daily work
Subscale	YES		NO		t_{(df = 760)}	p*	d	95% CI
Subscale	M	SD	M	SD	t_{(df = 760)}	p*	d	95% CI
Flexibility	51.88	10.23	48.59	9.38	4.628	< 0.001	0.34	0.19; 0.48
Fearlessness	51.25	9.79	48.94	9.84	3.228	0.001	0.24	0.09; 0.38
Preference for difficult tasks	52.17	9.85	48.26	10.04	5.407	< 0.001	0.39	0.25; 0.54
Independence	51.06	10.55	49.25	9.41	2.506	0.012	0.18	0.04; 0.33
Confidence in success	51.81	9.29	48.72	10.18	4.348	< 0.001	0.32	0.17 0.46
Dominance	51.09	9.54	49.17	10.14	2.678	0.008	0.20	0.05; 0.34
Eagerness to learn	52.45	10.04	48.43	9.61	5.633	< 0.001	0.41	0.27 0.55
Goal orientation	51.54	9.44	48.91	10.57	3.591	< 0.001	0.26	0.12 0.40
Compensatory effort	51.64	9.74	48.92	9.85	3.816	< 0.001	0.28	0.13; 0.42
Status orientation	50.25	9.17	49.73	10.47	0.725	0.469	–	–
Pride in productivity	51.63	9.44	49.06	10.05	3.607	< 0.001	0.26	0.12 0.41
Engagement	51.23	9.27	49.27	10.28	2.743	0.006	0.20	0.06; 0.34
Competitiveness	49.97	9.58	49.99	10.03	-0.023	0.982	–	–
Flow	51.60	9.63	49.08	10.01	3.524	< 0.001	0.26	0.11 0.40
Internality	51.27	10.14	49.07	9.74	3.049	0.002	0.22	0.08; 0.37
Persistence	51.57	10.43	48.90	9.62	3.663	< 0.001	0.27	0.12 0.41
Self-control	51.71	10.11	48.98	9.75	3.791	< 0.001	0.28	0.13; 0.42
Factorial scales
Self-confidence	52.17	10.07	48.34	9.72	5.331	< 0.001	0.39	0.24 0.53
Ambition	51.76	8.89	48.87	10.36	4.094	< 0.001	0.30	0.15 0.44
Self-control	51.72	10.34	48.78	9.69	4.051	< 0.001	0.29	0.15 0.44
M – mean, SD – standard deviation, p* - Student's t-test, d – Cohen's d effect size, CI – confidence interval

The educational effect in the form of defining and understanding the principles of the evidence-based practice in medicine (EBM) and in nursing (EBNP) appeared for the first time in Poland as late as in the Regulation of the Minister of Science and Higher Education of 9 May 2012 on educational standards for the following fields of study: medicine, medicine and dentistry, pharmacy, nursing and midwifery [5]. The next update of the educational standard for the major of nursing appeared in the Regulation of the Minister of Science and Higher Education of 26 July 2019 on educational standards preparing to practise the profession of physician, dentist, pharmacist, nurse, midwife, laboratory diagnostician, physiotherapist and paramedic [6]. It is important to consider the educational background of nurses in the development of curricula for vocational degree courses and other forms of post-graduate studies. This should include research methodology and proficiency in the necessary skills for using EBNP, and guidance using tools such as the LMI to determine directions for professional development and improve the quality of patient care. Multifaceted human development is determined by the willingness to succeed, motivation, fearlessness, fear of failure, and ambition. These characteristics can be considered crucial both in nursing education and in the execution of assigned professional duties. The motivation to act is the sum of two values: the desire for success and the fear of failure. On this basis, we can distinguish two types of people: those striving for success and those trying to avoid failure [7]. Motivation is the internal drive that compels individuals to move in a specific direction. It comprises individual characteristics such as behavior, knowledge, and emotional experience that play a dominant role. [8].

When considering the issues related to achievement motivation, it should be stressed that it serves a significant role in realizing the area of own research, where an attempt was made to assess the selected characteristics among nurses. A review of both the available literature on the subject and databases (PubMed, PubMed Central, Embase, Cochrane Library, Medline, Mendeley), with an indication of the measurement of achievement motivation in the group of nurses using the LMI tool, failed to provide the expected number of publications that could be used for scientific discussion. No publications were found that present a correlation between the factors influencing the use of EBNP in nursing practice and the achievement motivation of the respondents using the LMI tool. However, analysis of the literature on the subject provided data on the results of a study on achievement motivation among different respondent groups, measured using the LMI and other research tools.

After analyzing the impact of work-related variables on achievement motivation, a weak positive correlation between age and components was found related to the following areas: Independence, Confidence in Success, Dominance, Eagerness to learn, Compensatory effort, Flow, Self-control, and Self-confidence. In a group of physical education teachers participating in a study conducted in Slovakia, a statistically significant difference was noted in terms of the total score of the achievement motivation, in which the effect size corresponds to a low correlation. The analysis revealed statistically significant differences among male teachers in the areas of Goal orientation and Fearfulness. However, in both areas, the mean scores for male teachers were neutral. Slightly higher values were achieved by women in the study group in the area of Eagerness to learn and Self-control [9]. The results of the authors’ own study are consistent with the results of a study by Ružić et al., which indicated that women obtained higher scores in Self-control [10]. Considering the assessment of the level of motivation among German medical students examined using the LMI, it was proven that there was a statistically significant correlation between Engagement and Compensatory effort and the results of the first State examination. The results can be interpreted as follows: younger respondents demonstrated a higher willingness to complete tasks assigned to them actively and thoroughly, which is in line with the findings of the authors' own research. [11; 12]. The study on motivation using the LMI in the context of entrepreneurs’ successes was conducted in Poland among entrepreneurs operating a business. The theoretical validity of the Entrepreneurial Success Questionnaire (QES) was examined using verified analysis of correlations with, inter alia, the LMI. Entrepreneurial success was correlated with Flexibility, Preference for difficult tasks, Confidence in success, Dominance, Goal orientation, and Persistence. The study results indicate that the entrepreneurs who achieved measurable success demonstrated a higher level of Flexibility, Fearlessness, Preference for difficult tasks, Confidence in success, Dominance, and Goal orientation [13]. The results of the analysis of statistically significant positive correlation in the authors’ own study are similar to the presented results. Considering the age of the respondents, it can be assumed that the nurses under study and professionally active entrepreneurs who are successful in their sectors are in a similar age group. The results of the authors’ own study have been referred to in studies by other actors. However, not all areas of the conducted authors’ own study are referenced in studies by other researchers.

Achievement motivation is a significant element in shaping the professional profile among both employees and students. In one of the study a short form of the Achievement Motivation Inventory, AMI) and Raven’s Progressive Matrices (SPM-C) was used to investigate the correlation between motivation and intellectual ability. It was proven that achievement motivation is one of the success-determining factors when acquiring knowledge in science subjects [14]. A study among teachers using the LMI and the Multifactor Leadership Questionnaire sought a relationship between leadership style and motivation. Based on the data obtained, positive correlations between motivation and leadership style were proven [15]. A study conducted among managers from Warszawskie voivodeship proved a relationship between temperament and achievement motivation. The statistical analysis results show that the strength of the stimulation process is positively correlated with all scales of achievement motivation. This indicates that the greater the stimulation strength, the higher level of Flexibility, Fearlessness, Preference for difficult tasks, Independence, Confidence in success, Dominance, Eagerness to learn, Goal orientation, Status orientation, Pride in productivity, Engagement, Competitiveness, Flow, Internality, Persistence, and Self-control. In addition, positive correlations in the areas of Self-confidence, Ambition, and Self-control were noted among the respondents. The quoted data show significant relationships between Compensatory effort, Status orientation and Persistence, and Seniority. The observed relationships are weak, as there were negative correlations found between seniority and satisfaction with achievements, which suggests that individuals with longer seniority tend to have lower levels of satisfaction with their achievements [16]. The average seniority in the group of managers under study was 17 years. In the authors’ own study, 18.6% of the nurses under survey had an average seniority of 17 years. The most numerous group was that of respondents with a seniority of 21–30 years (32.5%). The data obtained in the authors’ own study indicates a statistically significant positive correlation between the respondents’ age and the LMI scales in the following areas: Independence, Confidence in success, Dominance, Eagerness, Compensatory effort, Flow, Self-control, and a statistically significant negative correlation between age and the subscale Status orientation. The analysis of factorial scales showed a statistically significant positive correlation between age, Self-confidence and Self-control. After comparing the results of the authors’ own study and the study conducted among managers, the greatest similarities were observed for the following indicators: Self-confidence, Self-control, and Compensatory effort. Moreover, the collected material analysis demonstrated completely divergent results for the indicator Status orientation. The study found that age was positively correlated with the indicator among the group of managers, while the authors' own study showed a negative correlation. Regarding the effect of sex on achievement motivation, the authors' own study did not find a statistically significant correlation, possibly due to the female-dominated study group (95.2%). Detailed results of a study concerning, e.g. students’ motivation, conducted by Mirto among students, demonstrated the absence of a significant interaction regarding self-efficacy and achievement motivation concerning sex. No statistically significant relationship was demonstrated between the students' motivation level and sex [17]. This was also confirmed in a study by Fisher et al., 2013 [18].

The authors’ own study regarding the effect of educational background on achievement motivation according to the LMI proved that there was a statistically significant difference in many aspects, including at the Dominance level. For all statistically significant relationships, a higher mean level of the characteristic under study was noted in the group of respondents with higher education compared to the individuals with secondary education. This indicated that the individuals who expand their knowledge could take the initiative in a team and organise and direct the work of other team members. Scientists investigated differences in the achievement motivation of students and adult employees living in the western states of the USA using the LMI. A total of 745 respondents participated in the study comprising 335 students and 410 adults employed in a food processing plant. Data analysis reveals that adult employees had higher levels of Self-confidence and Self-control, and slightly lower Ambition than bachelor degree students [19]. These results are consistent with the predictions found in previous literature, according to which older people appreciate more internal rewards, such as a feeling that work matters, while extrinsic awards, such as salary and promotion, are less important to them [20]. The results of the authors’ own study, concerning the effect of the respondents' age on achievement motivation, according to the LMI, demonstrated a statistically significant positive correlation between age and Self-confidence as well as Self-control. This proves that the authors' study results are consistent with other researchers' observations.

Researchers in Leipzig attempted to assess the criterial validity of the Arnett Inventory of Sensation Seeking, AISS), using readiness to change profession as the main criterion. It was proven that the respondents’ age was the most important variable determining the intention to change jobs. A detailed analysis of the problem proves that younger people are characterised by a higher level of novelty-seeking and achievement motivation, which predisposes them to change their current job. Age was the only significant predictor when anticipating young people’s employment duration. No significant improvement was noted in predictions due to the addition related to willingness to make changes or the achievement motivation. No relationship was demonstrated between the willingness to change and seniority [21]. The authors’ own study proved a positive correlation regarding seniority's effect on motivation in the areas of Engagement and Self-control. It can be assumed that the authors’ own study is divergent from the cited study conducted by researchers at the Institute of Developmental, Differential, and Diagnostic Psychology in Leipzig.

The study results by Vindeker et al. [22] focused on investigating the value orientation and achievement motivation among first-year humanities students of the Faculty of Psychology revealed that the achievement motivation of humanities students had a complex structure, consisting of both adaptive motivation and transcendental motivation. Additionally, it was found to be correlated not only with success and effectiveness values but also with the personal moral values of the respondents [22]. The research tools used in the two samples are different, but they share assumptions that allow the level of achievement motivation to be assessed. The presented study results confirm the findings of the authors' own study, indicating that individuals with higher education tend to be more status-oriented than those with secondary education. In addition, taking on additional education also influences achievement motivation. The results of the authors’ own study showed that the completion of specialized training has the strongest effect on Independence and Self-confidence compared to the individuals with no completed specialization training.

The authors’ own study analyzed the form of employment as another variable influencing achievement motivation. The analysis revealed that individuals employed under a civil law contract had higher motivation at the independence level than individuals employed under an employment contract. On the other hand, goal orientation was observed at a higher level in a group of respondents employed under an employment contract. It was found that individuals working in a single-shift system exhibit a higher level of Independence and Self-confidence than individuals working in a two-shift system.

A detailed analysis of the issue of achievement motivation in correlation with EBNP based on the authors’ study results shows that higher Eagerness to learn was observed among study participants who confirmed that they had encountered EBNP during their education. As further analysis of the study results shows, the range of expanded competencies concerning EBNP had the strongest effect on achievement motivation in the areas of Preference for difficult tasks, Eagerness to learn, Self-confidence, and Flexibility. The knowledge of the EBNP aspects among the respondents has a positive effect on the majority of the characteristics under study in terms of motivation. The results of the authors’ own study prove that the study participants who are familiar with the EBNP issues exhibit Flexibility, Goal orientation, and Self-confidence. Knowledge of the EBNP issues also positively affects Fearlessness, Preference for difficult tasks, Competitiveness, Self-control, and Self-confidence. As regards the effect of motivation and achievements on EBNP-related skills, a positive effect on Flexibility, Preference for difficult tasks, Confidence in success, Eagerness to learn, Goal orientation, and Self-confidence was demonstrated. The study results indicate a positive correlation between knowledge of EBNP and achievement motivation, specifically in the areas of preference for difficult tasks, confidence in success, and self-control.

Previous studies by other authors failed to provide material that is thematically consistent with the area addressed in the authors’ own study. It is worth mentioning that the selection of research tools for the authors’ own study was innovative. No research subject was found in the literature that would verify the relationship between EBNP and the achievement motivation examined using the LMI. The available publications focus on the achievement motivation in different professional groups as predictors of professional success and knowledge of issues related to evidence-based medicine. Regarding the results of the authors’ own study on the application of EBNP, it can be noticed that more than half of the nurses under study do not use EBNP in their work, even though most respondents declared that they had become familiar with these issues during their education. After analyzing the subscales in the Evidence-Based Practice Profile Questionnaire (EBPPQ), it was found that the participants scored highest on EBNP-related skills. Additionally, the interpretation of the LMI showed that the study participants scored high on subscales such as Fearlessness, Preference for difficult tasks, Dominance, Pride in productivity, Engagement, Goal orientation, Compensatory effort, Competitiveness, Flow, Internality, and Self-control.

The researcher's dissatisfaction has led to a desire to explore the issue further. The studies conducted among Polish medical personnel have identified factors that impede the application of acquired knowledge in practice. These include being in a hurry and burdened by work responsibilities while simultaneously being expected by the employer to provide high-quality patient care. This indicated engagement, ambition, willingness to expand knowledge and skills, and raising the financial status of the study participants.

In the study group of nurses, the relationship between age and selected achievement motivation scales is evident, with the most significant being increased Self-confidence and Self-control. What is also characteristic is the higher achievement motivation in nurses with higher education, especially in terms of Self-confidence and Ambition.

Seniority and the realization of further post-graduate education in the form of a completed specialization course are variables with have a significant effect on achievement motivation, mainly in the areas of Self-confidence and Self-control.

The specific nature of the work of nurses, which requires a 12-hour work system in most cases under Polish conditions, can significantly reduce achievement motivation in all areas, such as self-confidence, self-control, and ambition.

Awareness of the need to use EBNP in daily work is mainly found in the nurses under study, who exhibit a high level of motivation in terms of Self-confidence, Self-control, and Ambition.

Settings and Design

The present study involved nurses working in four regions of Poland (Dolnośląskie, Łódzkie, Podlaskie, and Zachodniopomorskie voivodeships).

The inclusion criteria were: age > 18 years, a valid practice license, nursing work experience of at least one year, and informed consent to participate in the study. The following constituted the exclusion criteria: lack of consent to participate in the study, age < 18, an invalid nursing practice license, and work experience < 1 year. The random selection method was applied in the study.

The total number of distributed questionnaire was 1000 sets. Having collected data and removed the inaccurately completed questionnaires, the final number of 830 packages (constituting 83% of the total sample size), underwent subsequent statistical analysis.

Participants

830 nurses working in four voivodeships in Poland: Dolnośląskie (19.2%), Łódzkie (17.3%), Podlaskie (33.7%), and Zachodniopomorskie (29.8%) comprised the study group.

The vast majority of the participants were women (95.2%), living in cities with a population of more than 100 thousand residents (35.4%), in a formal relationship (64.3%), university graduates (43.9%).

The study was conducted according to the guidelines of the Declaration of Helsinki and approved by [author details]. Informed consent was obtained from all participants.

Research Instruments

The diagnostic survey method was applied in the present study, with the use of the questionnaire technique. The research tools applied in the study were as follows:

The Achievement Motivation Inventory, LMI, by H. Schuler, G.C. Thornton, A. Frintrupi, and M. Prochaska, as adapted to Polish by A. Sękowski and W. Klinkosz, includes 170 items [4]. The respondents answer with a 7-point scale from 1 denoting “it does not concern me at all”, to 7 as “it fully concerns me”. With the use of this method, an overall result encompases three factors: Self-confidence, Ambition, and Self-control, and 17 subscales. The scales comprised by these factors are: Self-confidence (Flexibility, Fearlessness, Preference for difficult tasks, Independence, Confidence in success, Dominance), Ambition (Eagerness to learn, Goal orientation, Compensatory effort, Status orientation, Pride in productivity, Engagement, Competitiveness, Flow), and Self-control (Internality, Persistence, Self-control). The achievement motivation is measured with the questionnaire by considering various components, e.g. Preference for difficult tasks, Confidence in success, Goal orientation, Competitiveness, Persistence, as well as others. With the use of the aforementioned inventory, it is possible to establish a profile diagnosis.

The original survey questionnaire with questions concerning sociodemographic data of the respondents such as sex, age, place of residence, family and marital status, their educational background and work-related variables (work experience, having completed postgraduate training, and work organization system) was also used in the present study.

Statistical Analysis

The characterization of the quantitative and categorial variables was conducted with descriptive statistics parameters. The following were determined with respect to the variables expressed on the quantitative scale: measures of central tendency (M – mean) and variability measures (SD – standard deviation, CV – coefficient of variation). As for the variables which were expressed on the categorial scale, the following structural measures were identified: numerosity (N) and purity (%).

Null hypothesis testing statistics were applied for statistical inference. The type of the dependent variable measurement scale as well as the number of factor levels (the number of independent variable variants) determined the particular choice of the statistical test. The Student’s t-test was deemed as most suitable for the analysis of independent samples. The present study provides the measure of the effect (along with 95% confidence intervals) as Cohen’s d coefficient i.e., a standardized effect size applied to measure the difference between two sample means. With large Cohen’s d (> 0.20), the mean difference (effect size) is considered large in comparison with variability (noise). However, for the purpose of assessing the relationship between two quantitative variables, the study also made use of Pearson's linear correlation coefficient determining the linear relationship between two variables.

All analyses employed a default statistical significance level at 0.05. The calculations were made with STATISTICA v 13.3 software (TIBCO Software Inc., Palo Alto, California, USA).

Ethical statement

The study was conducted following the guidelines of the Helsinki Declaration and was approved the Pomeranian Medical University Ethics Committee in Szczecin (resolution no. KB-0012/256/06/18). Informed consent was obtained from all participants. This research was funded by the University of Warmia and Mazury in Olsztyn, Poland.

Competing interests

The authors declare no conflict of interest. The authors have nothing to disclose. The authors declare that they have no known competing financial and/or non-financial interests that could have appeared to influence the work reported in this paper.

Author Contribution

All authors were involved in conducting data collection, and in drafting, critical revision, and final approval of the version of the paper to be published, as follows: conceived and designed the experiments: K.M., M.S.K., and E.G.; performed the experiments: K.M.; analyzed and interpreted the data: M.P., M.S.K., and E.G.; contributed reagents, materials, analysis tools or data: E.K. and E.G.; wrote the paper: M.S.K. and A.M.C.

Acknowledgement

The study was conducted following the guidelines of the Helsinki Declaration and was approved the Pomeranian Medical University Ethics Committee in Szczecin (resolution no. KB-0012/256/06/18). This research was funded by the University of Warmia and Mazury in Olsztyn, Poland.

Data Availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Additional information

Supplementary Information. The online version contains supplementary material available at …

Correspondence and requests for materials should be addressed to M.S.K.

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No competing interests reported.

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Sociodemographic and Work-Related Variables Affecting Achievement Motivation Among Professionally Active Nurses Under Study

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Abstract

Introduction

Results

Discussion

Conclusions

Materials and Methods

Settings and Design

Participants

Research Instruments

Statistical Analysis

Declarations

Ethical statement

Competing interests

Author Contribution

Acknowledgement

Data Availability

References

Additional Declarations

Supplementary Files

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