Factors Influencing on Metacognition of Nursing Students

Abstract

This study is a descriptive survey research aimed to verify factors influencing Metacognition and its correlation to Self-directed Learning and Learning Flow of nursing college students. The data were collected from nursing students in one universities through structured questionnaires. Data were analyzed using SPSS/WIN 22.0, real numbers, percentages, mean and standard deviation, t-test, ANOVA, Pearson's Correlation coefficients, Multiple regression, and Schéffe's test. Based on the result, Self-directed Learning Ability by general characteristics revealed that there are significant differences in Grade and Application Motivation. Learning Flow had a significant differences in Gender, Personnality and Application Motivation. But, there was no significantly the differences in Metacognition. The Metacognition had significant positive correlation with Self-directed Learning Ability and Learning Flow, as did Self-directed Learning Ability and Learning Flow of nursing students. The factors influencing on the Metacognition presented that Self-directed Learning, Learning Flow. The explanatory power of the model was 59.8%. As a result, it's necessary to prepare some strateges to develope program metacognition improvement of nursing students.