The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

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The relationships between student perception of constructivist learning environment, self-directed learning readiness, problem-solving skills, and teamwork skills

10.31274/rtd-180813-155 ◽

2003 ◽

Author(s):

Shu-Huei (Lisa) Lin

Keyword(s):

Problem Solving ◽

Learning Environment ◽

Student Perception ◽

Constructivist Learning ◽

Constructivist Learning Environment ◽

Self Directed Learning ◽

Learning Readiness ◽

Problem Solving Skills ◽

Directed Learning ◽

Teamwork Skills

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The relationships between student perception of constructivist learning environment, self-directed learning readiness, problem-solving skills, and teamwork skills

10.31274/rtd-180815-155 ◽

2003 ◽

Author(s):

Shu-Huei (Lisa) Lin

Keyword(s):

Problem Solving ◽

Learning Environment ◽

Student Perception ◽

Constructivist Learning ◽

Constructivist Learning Environment ◽

Self Directed Learning ◽

Learning Readiness ◽

Problem Solving Skills ◽

Directed Learning ◽

Teamwork Skills

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Academic Performance and the Role of Self-directed Learning, Self-esteem, and Grit among Nursing Students

JENDELA NURSING JOURNAL ◽

10.31983/jnj.v5i1.6634 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1-9

Author(s):

Ryan Michael Flores Oducado

Keyword(s):

Academic Performance ◽

Academic Success ◽

Nursing Students ◽

Self Esteem ◽

The Philippines ◽

Psychological Resources ◽

Self Directed Learning ◽

Learning Readiness ◽

Directed Learning

Background: understanding the factors affecting academic performance is important to support and promote the academic success of students. While there have been several studies on nursing students’ academic performance, the role of self-directed learning readiness, self-esteem, and grit among Filipino nursing students have not been well documented.Purpose: This study aimed to determine the relationship of self-directed learning readiness, self-esteem, and grit to the perceived academic performance of nursing students.Methods: This correlational research was conducted among undergraduate sophomore nursing students in a higher education institution in the Philippines using adopted research instruments. Spearman’s rho tested the correlation between variables.Results: The results indicated that self-directed learning readiness (rs=.360, p=.000), self-esteem (rs=.301, p=.000), and grit (rs=.186, p=.023) were significantly related to the academic performance of sophomore nursing students.Conclusion: psychological resources such as self-directed learning readiness, self-esteem, and grit contribute to students’ academic performance. Strategies that encourage self-directed learning, increase self-esteem, and cultivate grit are needed to support student's academic success in nursing school.

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