Causal model in relation to progress motivation with perceived academic stress based on the mediating role of information processing styles and mind wandering in nursing students

In this research, the structural relationship between achievement motivation and perceived academic stress was investigated based on the mediating role of information processing styles and mind wandering in students in the form of a causal model.

The statistical population of the present study consisted of all female undergraduate nursing students of Sari Azad University in the academic year 2020. In this study, to determine the sample size according to the number of observed variables and the allocation of a coefficient of 25 (9 variables observed in the model), and taking into account the possibility of incomplete questionnaires, 240 people were selected as a sample size by available method. Hermans Progress Motivation Questionnaire (1970), Perceived Academic Stress Questionnaire of Zazhakova et al. (2005), information processing styles Questionnaire of Backend and Epstein (1999) and mind wandering Questionnaire of Carrier and Sally (2013) were used to collect data. The construct validity of the instruments was confirmed and their reliability was calculated using Cronbach's alpha coefficient test and combined reliability which was statistically confirmed. Structural equations with SPSS18 and AMOS23 software were used to analyze the data. 

The results showed that; The variables of achievement motivation, information processing styles and mind wandering have a direct and significant effect on perceived academic stress and also the indirect effect of achievement motivation through mediated information processing styles and mind wandering on perceived academic stress was confirmed. In general, the research model was approved and the research variables were able to predict 69% of the perceived academic stress variable.

The present study shows the importance of cognitive factors in explaining academic stress.