The relationship between the quality of the virtual learning environment and the motivation and academic success of undergraduate nursing and midwifery students in Mashhad University of Medical Sciences: A correlational study

Document Type : Original article

Authors

1 Surgical Technologist, Student Research Committee, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

2 Associate Professor, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran Department of Medical-Surgical Nursing, Mashhad University of Medical Sciences, Mashhad, Iran.

10.22038/nnj.2025.90043.1505

Abstract

Background and Aims: The spread of COVID-19 has led to more use of virtual educational methods and changes in the teaching-learning environment. Changing the educational environment can affect the level of academic motivation and ultimately the academic success of students. Therefore, the present study aimed to determine the relationship between the quality of the virtual learning environment and the motivation and academic success of undergraduate nursing and midwifery students in Mashhad University of Medical Sciences.
Materials and Methods: This study was descriptive-correlational. The research sample included 241 nursing and midwifery students of Mashhad University of Medical Sciences in the second semester of 2019-2020, who were selected by the census method. Demographic information questionnaire, Distance Education Learning Environment Survey (DELES), Wallerand Academic Motivation Scale (AMS) and Academic Success Inventory for College Students (ASICS) were used to collect data. The validity and reliability of the research tools were confirmed. Data analysis was performed with SPSS software V.16 using descriptive and inferential statistical tests (Pearson's correlation coefficient, independent t-test, and one-way analysis of variance).
Results: The average age of the participants was 21.64 ± 1.99, and the majority were female. The mean score and standard deviation of virtual learning environment, academic motivation, and academic success of students were 70.04 ± 15.50, 134.43 ± 24.86, and 183.15 ± 15.97, respectively. There was a direct and significant relationship between the virtual education learning environment and academic motivation (r=0.19, P=0.004) and academic success (r=0.24, P=0.001). However, there was no significant relationship between the virtual education learning environment and the grade point average in the semester (P>0.05). There was also a direct and significant relationship between academic motivation and academic success of students (r=0.41, P=0.001).
Conclusion: Considering the relationship between the quality of the virtual learning environment and the academic motivation and success of students, it is suggested that the learning environment of virtual education be enhanced by improving infrastructure and utilizing efficient methods in the process of virtual education.

Keywords

References

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Navid No
Volume 28, Issue 94
September 2025
Pages 1-11

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