scholarly journals Factors Influencing Academic Self-Efficacy Among Nursing Students During COVID-19: A Path Analysis

2021 ◽  
pp. 104365962110616
Author(s):  
ShinHi Han ◽  
Koun Eum ◽  
Hee Sun Kang ◽  
Kathleen Karsten
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Path Analysis ◽  
Acculturative Stress ◽  
Self Efficacy ◽  
Path Model ◽  
Self Report ◽  
E Learning ◽  
Academic Self Efficacy ◽  
Learning Stress

Introduction: The shift to online learning owing to the coronavirus disease 2019 pandemic is posing an additional challenge to academic success, particularly for students who speak English as a Second Language (ESL). This study aimed to examine the factors that contribute to academic self-efficacy among ESL nursing students. Method: This was a cross-sectional study using path analysis with 113 undergraduate ESL nursing students in New York City. Data were collected online using self-report measures of the study variables: academic self-efficacy, perfectionistic concerns, acculturative stress, and e-learning stress. A hypothetical path model was tested using AMOS 26.0. Results: Perfectionistic concerns and acculturative stress directly affected academic self-efficacy. Furthermore, perfectionistic concerns and e-learning stress indirectly affected academic self-efficacy via the acculturative stress path. Discussion: Results indicate the importance of developing a multifaceted intervention that considers diverse cultural and psychological factors to help ESL nursing students enhance their academic self-efficacy in e-learning environments.

scholarly journals Acculturative Stress, Assertiveness, and Self Efficacy among Undergraduate International Nursing Students

2020 ◽  
Vol 2 (2) ◽  
pp. 11
Author(s):  
Mona H. Mostafa ◽  
Sayeda M. Mohamed
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Acculturative Stress ◽  
Self Efficacy ◽  
Personal Data ◽  
Significant Negative Correlation ◽  
Assessment Scale ◽  
Simple Random Sample ◽  
International Nursing ◽  
High Level

Context: Acculturative stress is an essential challenge of international students in a new culture. This challenge may impact their academic success, psychological wellbeing, and the educational institution's effectiveness in retaining these students. Aim: To examine the relationship between acculturative stress, self-efficacy, and assertiveness among international undergraduate nursing students. Methods: The study was conducted at the Faculty of Nursing, Cairo University. The correlational research design was used on a simple random sample consists of 135 undergraduate international nursing students. Four tools were used for data collection. They were personal data sheet, acculturative stress assessment scale, Rathus assertiveness schedule, and general self-efficacy assessment scale. Results: 47.00% of undergraduate international nursing students had a mild level of acculturative stress, 34.8% of undergraduate international nursing students were somewhat non-assertive, about half of undergraduate international nursing students had a moderate level of self-efficacy. There was a statistically significant positive correlation between self-efficacy and assertiveness. Also, there was a statistically significant negative correlation between acculturative stress and assertiveness. There was no statistically significant correlation between self-efficacy and acculturative stress. Conclusions: Undergraduate international nursing students were inclined towards experiencing acculturative stress, and near half of them exhibit a mild level. More than one-third of them were somewhat assertive, with near half of them had a high level of self-efficacy. The development of educational programs is needed to maximize assertiveness skills, self-efficacy, and reducing acculturative stress among undergraduate international nursing students.

Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Giampiera Bulfone ◽  
Sondra Badolamenti ◽  
Valentina Biagioli ◽  
Massimo Maurici ◽  
Loreana Macale ◽  
...  
Keyword(s):  
Nursing Students ◽  
Hypothesis Testing ◽  
Validation Study ◽  
Self Efficacy ◽  
Nursing Student ◽  
Academic Motivation ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Academic Self Efficacy

Abstract Objectives To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055–0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.

scholarly journals Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students

2020 ◽  
Vol 14 (1) ◽  
pp. 92-99
Author(s):  
Jumana Shehadeh ◽  
Ayman M. Hamdan-Mansour ◽  
Suhaila N. Halasa ◽  
Manar H. Bani Hani ◽  
Manar M. Nabolsi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Academic Stress ◽  
Moderate Level ◽  
Self Report ◽  
Convenience Sample ◽  
Grade Point ◽  
Academic Satisfaction ◽  
Academic Self Efficacy

Background: number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance. Purpose: To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students. Methods: A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction. Results: Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties. Conclusion: Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.

scholarly journals Relación entre la inteligencia emocional y el burnout en estudiantes de enfermería / Relationship between emotional intelligence and burnout in nursing students

2017 ◽  
Vol 9 (3) ◽  
pp. 335 ◽  
Author(s):  
Cristiana Liébana-Presa ◽  
Mª Elena Fernández-Martínez ◽  
Consuelo Morán Astorga
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Nursing Students ◽  
Self Efficacy ◽  
Assessment Instruments ◽  
Intelligence Scale ◽  
Academic Burnout ◽  
Intelligence Assessment ◽  
Student’S T ◽  
Academic Self Efficacy

RESUMENEn este trabajo correlacional nos planteamos averiguar si hay relación entre la inteligencia emocional y el burnout a consecuencia de los estudios. Participaron 134 estudiantes de enfermería que cumplimentaron una serie de cuestionarios, la Escala de Inteligencia Emocional de Schutte-SSIE-33 y la Escala de Inteligencia Emocional-EIE-25 para evaluar la inteligencia emocional y el MBI-SS para valorar el burnout académico. Se realizaron análisis de correlaciones, la prueba t de Student y análisis de regresión múltiple. Los resultados mostraron que la inteligencia emocional se relaciona positivamente con la dimensión de eficacia académica del burnout y explica un 21.7% de su variabilidad. Estudiantes de enfermería con niveles elevados de inteligencia emocional y de conciencia emocional (dimensión de la inteligencia emocional) se perciben más eficaces en sus estudios, lo que puede traducirse en mayor éxito académico en el presente y en un futuro, y en logro profesional consecuentemente. Se necesita más investigación sobre los instrumentos de evaluación de la inteligencia emocional, con los que avanzar más en el conocimiento de estos constructos con el fin de promocionarlos en el ámbito universitario para lograr estudiantes más exitosos y saludables.ABSTRACTThe aim of this correlational study was identify if there are relationship between emotional intelligence and academic burnout. Participants were 134 nursing students that completed a series of questionnaires: the Schutte Emotional Intelligence Scale SSEI-33 and the Emotional Intelligence Scale EIS-25 to evaluate emotional intelligence, and the MBI-SS to evaluate academic burnout. We performed a statistical analysis of correlations, the Student’s t-test, and the multiple regression analysis. The results showed that emotional intelligence correlated positively with the burnout dimension of academic self-efficacy and explained 21.7% of variance. Nursing students with high levels of emotional intelligence and emotional conscience (dimension of emotional intelligence) had higher perceptions of academic self-efficacy, which could result in greater present and future academic success, and consequently in subsequent professional success. Further research on emotional intelligence assessment instruments is required in order to gain a deeper understanding of these constructs, to promote these within universities and thus achieve healthier, more successful students.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

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