1. Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.
- Author
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Zhang, Xiaoyun, Guo, Lei-lei, Wang, Ying, Li, Yuqing, Gui, Jiaofeng, Yang, Xue, Mei, Yujin, Liu, Haiyang, Li, Jin-long, Lei, Yunxiao, Li, Xiaoping, Sun, Lu, Yang, Liu, Yuan, Ting, Wang, Congzhi, Zhang, Dongmei, Li, Jing, Liu, Mingming, Hua, Ying, and Zhang, Lin
- Subjects
PEARSON correlation (Statistics) ,SCALE analysis (Psychology) ,SELF-efficacy ,T-test (Statistics) ,ACADEMIC medical centers ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,AUTODIDACTICISM ,SURVEYS ,PSYCHOLOGICAL stress ,ONE-way analysis of variance ,DATA analysis software ,CONFIDENCE intervals ,NURSING students ,REGRESSION analysis - Abstract
Background: The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. Methods: The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Results: Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. Conclusion: This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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