Investigating the mediating role of information processing styles between achievement motivation and perceived academic stress in nursing students

Academic performance has always been an important function of psychological dimensions such as information processing and the motivation of learners to progress, and the appropriate activity of these variables leads to successful academic results, so the aim of this study was to investigate the mediating role of information processing styles in the relationship between achievement motivation and perceived academic stress in students.

This is a descriptive-correlational study  specifically modeling structural equations. The statistical population consisted of all female Bachelorchr('39')s degree in nursing, medical school at Sari Branch of the Azad University in the first semester of 2019 in Sari.  240 students were selected as the sample size by the targeted method. Data was gathered by Hermans Progress Motivation Questionnaire (1970), the perceived academic stress questionnaire of Zajakova et al. (2005) and the Posterior Information Processing Styles Questionnaire of Pacini & Epstein (1999). For  analyzing data, Pearson correlation test, fitness indicators, maximum likelihood estimationand bootstrap were used through SPSS and Amos software.

The results showed that there was a significant negative correlation between the variables of achievement motivation and information processing styles with perceived academic stress (P≤0.01). Information processing styles variables played a mediating role between achievement motivation and perceived academic stress in students.

Studentschr('39') motivation for progress leads to an increase in the use of information processing styles, including rationalism and empiricism, which reduces perceived academic stress.