Relationship between basic psychological needs satisfaction, academic motivation, and self - regulated learning strategies among nursing students in selected universities in Vietnam

Abstract

Objectives: This study aims to examine the relationship between basic psychological needs satisfaction, academic motivation, and self-regulated learning strategies among undergraduate nursing students in two selected public universities in Vietnam. Methods: A cross-sectional, correlational study was conducted among 388 nursing students from two public universities in southern Vietnam from February to June 2025. Data were collected using validated tools, including the Basic Psychological Need Satisfaction and Frustration Scale, the Academic Motivation Scale, and the Motivated Strategies for Learning Questionnaire. Pearson correlation and path analysis were performed using Jamovi software. Results: Basic psychological needs satisfaction was significantly correlated with academic motivation (r = 0.655, p < 0.001) and self-regulated learning strategies (r = 0.730, p < 0.001). Academic motivation also showed a very strong association with self-regulated learning strategies (r = 0.758, p < 0.001). Path analysis indicated that academic motivation partially mediated the relationship between psychological needs and self-regulated learning strategies, with a significant direct effect (β = 0.409, p < 0.001), indirect effect (β = 0.321, p < 0.001), and a strong total effect (β = 0.730, p < 0.001). Conclusion: Nursing educators should foster autonomy-supportive educational environments to promote academic motivation and self-regulated learning among nursing students