Students’ Perceived Learning Environment and Extrinsic and Intrinsic Motivation

Ali Asghar Hayat, Naeimeh Kohoulat, Mohammad Reza Dehghani, Javad Kojuri, Mitra Amini


Introduction: For many decades, the studies that were investigated the association between student outcomes and their perceptions of the classroom environment have revealed consistently associated student outcomes with the learning environment (Goh & Fraser, 2000). It is stated that there was a relationship between students’ perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes. So, in this study the relationship between students’ perception of learning environment and intrinsic and extrinsic motivation was examined.

Method: The statistical population was consisted nursing students’ of Shiraz University of medical sciences. Stratified sampling method was used to select 230 participants. They completed self-report questionnaires tapping Dundee Ready Educational Environment Measure (DREEM) and Work Preference Inventory (WPI). All descriptive statistics, regression, and confirmatory factor analyses were performed with the SPSS 19 software.

Results: Simultaneous multiple regression of students’ perceived learning environment on their intrinsic and extrinsic motivation showed that dimensions of the perceived learning environment predict students’ motivation. These findings are discussed fully in the results section.

Discussion: The results of this study revealed that perceived learning environment is a significant factor in prediction students’ motivation. Actually, caring for and supportive learning environment can increase students’ motivation. Implications of the results are discussed in more details.


Learning environment, Motivation, Nursing student.

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