Relationship among Motivation, Emotion Regulation, and Psychological Well-being of Sophomore and Senior Level Nursing Students

Nursing education and professional work involve stressful circumstances that may lead to attrition, which can further contribute to the projected nursing shortage. This study examines the relationships between motivation, emotional regulation, psychological well-being and academic performance in baccalaureate sophomore and senior level nursing students at a Midwest urban university in the United States. The non-experimental, correlational study is guided by Deci and Ryan’s self-determination theory and uses an online survey data collection and convenience sampling. Measures include: motivation, emotional regulation, psychological well-being (burnout; inauthenticity), and academic performance (GPA), and will be measured using Deci and Ryan’s scale, the Emotion Regulation Questionnaire, and the Burnout and Inauthenticity in the Student Role scale. Pearson correlation analysis will be used to determine relationships between types of motivation, emotional regulation, psychological well-being, and academic performance