Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

Abstract

Objective The purposes of this study were to analyze the influencing factors of self-directed learning readiness (SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates. Methods A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire. Result The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns. Conclusions The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students’ learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

“…The results support the findings of all studies investigating the correlation between selfdirected learning and self-efficacy in learning, that a significant relationship exists between selfdirected learning and self-efficacy in learning [28,29]. Hence, to improve public senior high school students' self-directed learning, educators should foster their self-efficacy in learning.…”

“…The demonstration of Self-Efficacy in Learning is cited as one of the manifestations of self-directed learning [3,4,27]. Studies investigating the correlation between self-directed learning and self-efficacy in learning generally affirm a significant relationship between self-directed learning and self-efficacy in learning [28,29].…”

“…This study theorizes that public senior high school students' demographics (sex, family income, and track) influence the degree of their self-directed learning [41][42][43], degree of their selfefficacy in learning [44][45][46][47][48][49][50], and extent of their academic motivation [37,[51][52][53][54]. Also, the study theorizes that self-directed learning is influenced by self-efficacy in learning [28,29] and academic motivation [38][39][40].…”

“…Interestingly, the findings confirmed the study's theory that public senior high school students' self-directed learning is influenced by their self-efficacy in learning and academic motivation. To be explicit, when the learner's cognitive appraisal of their capabilities is poor, they will not be capable of organizing and executing the course of actions that leads to the attainment of learning goals [28,29]. Moreover, if the interest to learn is not to satisfy oneself, learning remains as other-or environment-directed [38][39][40].…”

The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

“…The results further suggest that students who boost their self-efficacy can increase their performance in solving problems through studying (Hayat et al, 2020;Zhou et al, 2020). In addition, prior studies found a strong positive association with the academic self-efficacy of students and their SDLR (Meng et al, 2019;Zhang et al, 2018). In general, previous research has shown that the http://www.ijlter.org/index.php/ijlter SDLR of students was strongly associated with their problem-solving performance, and the performance to solve problems could be facilitated by enhancing the SDLR of students (Choi et al, 2014;Struyf, 2005;Williams, 2004;Zhang et al, 2018).…”