The Relationship Between Learning Motivation and Critical Thinking in Nursing Students

Abstract

Objective: This research was conducted to investigate how learning motivation influences the development of critical thinking skills among students enrolled in nursing education programs. By examining the interplay between these two variables, the study seeks to provide insights into how motivational factors may contribute to the enhancement of higher-order cognitive abilities within the context of nursing training.

Method: A quantitative correlational research design was adopted. The study population consisted of 118 nursing students from STIKep PPNI West Java, with a sample size of 95 respondents. Data were collected using validated questionnaires measuring Learning Motivation and Critical Thinking.

Results: The analysis revealed a statistically significant relationship between students’ motivation to learn and their capacity for critical thinking. This association was supported by a p-value of 0.000, indicating a high level of significance as it falls well below the conventional threshold of 0.05. These findings suggest that higher levels of motivation are closely linked to enhanced critical thinking abilities among learners, highlighting the importance of fostering intrinsic motivation in educational settings to support cognitive development.

Conclusion: The study concluded that learning motivation has a positive and significant relationship with critical thinking in nursing students. These findings underscore the importance of promoting learning motivation among nursing students to enhance their critical thinking abilities, which are essential for their professional development.