Iranian Journal of Nursing and Midwifery Research1735-906626420210718332336ENMaster of Curriculum Planning, Mathematics Group, District Three of the Education Office of Isfahan, Ministry of Education, Isfahan, Iran,Department of Curriculum Planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan,Professor of Nursing, Nursing and Midwifery Care Research Centre, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran2021072420210724<p><strong>Background: </strong>Quality of Life (QoL) and academic achievement motivation are important aspects  of students’ living and studying. There is a lack of studies to address the QoL of nursing students  and its relationship with their academic achievement motivation in Iran. Therefore, the present study  was conducted to investigate this relationship.</p><p><strong>Materials and Methods: </strong>This was a correlational  study conducted with baccalaureate nursing students of Isfahan University of Medical Sciences, Iran,  from December 2019 to February 2020. Data collection tools consisted of three parts: a demographic  questionnaire, the World Health Organization QoL‑Brief Questionnaire (WHOQOL‑BREF), and  the Hermans Achievement Motivation Questionnaire. Pearson correlation coefficient and standard  multiple regression were used to evaluate the correlation between QoL mean domain scores and  academic achievement motivation score.</p><p><strong>Results: </strong>The QoL mean (SD) domain scores of physical,  psychological, social, environmental, and academic achievement motivation score were 14.95 (2.43),  13.42 (2.74), 13.96 (3.39), 13.62 (2.54), and 84.40 (7.73), respectively. Pearson correlations  between physical, psychological, social, and environmental QoL mean domain scores with academic  achievement motivation score was 0.30, 0.35, 0.12, and 0.22 (p &lt; 0.05), respectively. Using standard  multiple regression, psychological mean domain score (ß = 0.31) was the only statistically significant  predictor of academic achievement motivation.</p><p><strong>Conclusions: </strong>Relationships exist between academic  achievement motivation and QoL domains of nursing students, particularly in the psychological  domain. This information provides policymakers to plan multi‑faceted arrangements to improve  nursing students’ academic achievement motivation and QoL particularly in most neglected areas as  the psychological aspect. </p>http://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/1815http://ijnmr.mui.ac.ir/index.php/ijnmr/article/download/1815/70707387