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ORIGINAL ARTICLE
Year : 2021  |  Volume : 8  |  Issue : 1  |  Page : 7-15

The relationship between motivational persistence and achievement goal orientations of vocational school of health services students


1 Departments of Medical Education, Çanakkale Onsekiz Mart University Çanakkale, Çanakkale, Turkey
2 First and Emergency Aid Program, Vocational School of Health Services, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
3 Family Medicine, Faculty of Medicine, Çanakkale Onsekiz Mart University, Çanakkale, Turkey

Correspondence Address:
Dr. ibrahim Uysal
Canakkale Onsekiz Mart University, Faculty of Medicine, Terzio.lu Campus, Medical Education Programe, 17100, Canakkale
Turkey
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/amit.amit_51_21

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Introduction: One of the factors determining the quality of health service delivery is well-trained and qualified health personnel. In addition to receiving a quality education to train qualified health personnel, the importance of the learner being ready and motivated to learn is obvious. The purpose of this study is to examine the relationship between motivational persistence and achievement goal orientations of Vocational School of Health Services students. Materials and Methods: In this research, which is structured in relational comparison type besides its descriptive feature, we studied with 278 students studying at Health Services Vocational School. The data were obtained with "Motivational Persistency" and "Achievement Goal Orientation" scales. In the analysis of the data, correlation and path analysis were used as well as descriptive statistics. Results: When achievement goal orientation and motivational persistency are examined with all subdimensions, the motivation to follow long-term goals was positively significant with the learning approach. The motivation to follow the current goals was positively significant with the motivation to learning approach achievement and to follow long-term goals while was negative with motivation to approach the performance. The motivation to repeat unattainable goals has been found to be positively significant with the motivation to learn approach, learn avoidance achievement orientations and long-term goals, and to follow existing goals. Conclusion: The results of the research showed that students' achievement learning approach and motivational persistency were prone to iteration subdimensions of unattainable goals. Although the study parallels with the literature, it is important to provide a better understanding of how the achievement goal orientation of the students of the Vocational School of Health Services affects the processes of motivational persistency.


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