A cross‐sectional study in college‐based nursing education: The influence of core self‐evaluation and career calling on study engagement in nursing undergraduates

Abstract

Aim To investigate undergraduate nursing students' general study engagement using intra‐individual assessment and to evaluate the impact of core self‐evaluation and career calling on study engagement. Design A descriptive and cross‐sectional design. Methods Data were collected using a self‐administered questionnaire survey. Four hundred and twenty nursing students from first‐ to fourth (final)‐academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one‐way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data. Results The first‐ and fourth‐year undergraduates showed significantly higher levels of study engagement (first‐year undergraduates, 3.52 ± 0.59; fourth‐year undergraduates, 3.54 ± 0.64), core self‐evaluation (first‐year undergraduates, 3.04 ± 0.48; fourth‐year undergraduates, 3.11 ± 0.45) and career calling (first‐year undergraduates, 3.65 ± 0.47; fourth‐year undergraduates, 3.69 ± 0.50) than those of second‐year undergraduates (study engagement, 3.32 ± 0.61; core self‐evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third‐year undergraduates (study engagement, 3.16 ± 0.61; core self‐evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self‐evaluation, career calling and study engagement ( p < 0.01). A partial mediation effect of career calling was present in the relationship between core self‐evaluation and study engagement.

Professional calling among nursing students: A Latent Profile Analysis

“…Our ndings demonstrated a negative relationship between age and calling, which is comparable to other research with a small exception. First-and fourthyear undergraduates had considerably greater levels of calling, according to Wang, et al [21]. We suggest that the growth of age, improved professional awareness, and educational advancement may be responsible for the U-shaped developing pattern that is produced while calling in nursing students.…”

“…The learning techniques of nursing students changed, but their perception of the pandemic changed how they thought about the eld [20]. According to Wang, et al [21] there is a partial career calling effect mediating the association between study engagement and core self-evaluation. Another Chinese study by Yang, et al [22] discovered that during the COVID-19 pandemic, professional identity served as a mediator between career self-e cacy and professional calling.…”

School leadership engagement: validation of the Portuguese version of UWES scale

“…Hermanto and Srimulyani (2022) also refer that the most relevant aspect of work engagement is dedication, favouring meaning and significance to the work performed, with a positive impact on the organisation oriented towards transformation. Leaders who explore new ways of doing and innovating are transformational leaders who increase their self-motivation and selfworth through their involvement and dedication (Ahmed, 2021;Wang et al, 2023).…”

Professional calling among nursing students: a latent profile analysis

“…Our findings demonstrated a negative relationship between age and calling, which is comparable to other research with a small exception. First- and fourth-year undergraduates had considerably greater levels of calling, according to Wang, et al [ 32 ]. We suggest that the growth of age, improved professional awareness, and educational advancement may be responsible for the U-shaped developing pattern that is produced while calling in nursing students.…”