Motivational Self-Regulation Strategies Among Undergraduate Anesthesia Students: A Cross-Sectional Study in Qazvin University of Medical Sciences Publisher



Taghvaei R ; Shakeri Goki M H ; Judaki Rad E ; Shafiei Kisomi Z ; Karbod K
Source: International Journal of Africa Nursing Sciences Published:2026

Abstract

Background Motivational regulation strategies play an important role in sustaining learning engagement in health sciences education. However, limited evidence exists regarding their use among undergraduate anesthesia students. Objective This study aimed to determine the use of motivational regulation strategies and examine their association with demographic and academic characteristics among undergraduate anesthesia students. Methods A cross-sectional study was conducted among 53 undergraduate anesthesia students. Data were collected using a validated questionnaire assessing motivational regulation strategies, along with demographic and academic information. Descriptive statistics, independent-samples t -tests, one-way ANOVA, and Pearson's correlation coefficient were used for data analysis. Results The mean age of participants was 20.98 ± 2.04 years, and most participants were female (73.6%). The highest mean scores were related to value regulation (4.21 ± 0.67) and environmental structuring (4.08 ± 0.71), whereas self-consequating had the lowest mean score (2.14 ± 0.89). No significant differences were observed based on gender, residence status, age group, or GPA category ( p > 0.05). In addition, GPA was not significantly correlated with motivational regulation strategies ( r = 0.142, p = 0.312). Conclusion Undergraduate anesthesia students mainly relied on value regulation and environmental structuring strategies, while self-consequating was used less frequently. These findings highlight the need for educational interventions to strengthen students' motivational regulation skills and support academic resilience and clinical learning outcomes. © 2026 The Authors.