Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates
Article Category: Original article
Published Online: Dec 31, 2019
Page range: 341 - 348
Received: Apr 03, 2018
Accepted: Aug 31, 2018
DOI: https://doi.org/10.2478/FON-2019-0043
Keywords
© 2019 Meng et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
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.