Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction

Kim, Juyeoun; Kim, Hyeon Ok; Lee, Myung-Ha

doi:10.4094/chnr.2019.25.2.205

Cited by 10 publications

(4 citation statements)

References 15 publications

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“…This study showed that senior nursing students had higher academic self-efficacy scores than freshmen, sophomores, and juniors, contrary to the findings on Korean nursing students by Kim et al [ 35 ]. This may be related to the nursing employment environment in China.…”

Section: Discussioncontrasting

confidence: 99%

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study

An,

Wang,

et al. 2024

BMC Med Educ

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Background Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students’ interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. Methods A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson’s correlation, and multiple linear regression analysis. Results Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants’ sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). Conclusions Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students’ academic self-efficacy before improving their readiness for interprofessional learning.

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Section: Discussioncontrasting

confidence: 99%

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study

An,

Wang,

et al. 2024

BMC Med Educ

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“…After examining the TVET student population and perceiving that AMS is expected to be an important factor that can explain TVET students' career decision-making, we chose to examine AMS as a mediator. As found by Kim et al (2019)…”

Section: The Mediation Effect Of Academicsupporting

confidence: 69%

Work Value Orientation and TVET Students’ Career Decision-Making Self-Efficacy: The Mediating Role of Academic Major Satisfaction

Kamaruddin¹,

Rasdi²

2021

JSSH

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Graduates should know how technical and vocational education and training (TVET) can increase their employability and set them on a path to a professional career. However, graduate underemployment continues to be a severe and rising issue in many countries due to graduates’ lack of readiness to make a future career decision. The present study assessed the influence of work value orientation on Career Decision-Making Self-Efficacy (CDMSE) and the mediating role of Academic Major Satisfaction (AMS) on the relationship between work value orientation and CDMSE of TVET students. A cross-sectional survey design was employed, involving 223 full-time Malaysian Skills Certificate (MSC) students who were randomly selected from TVET public institutions in Selangor, Malaysia. This study found that work value orientation was positively correlated with CDMSE. Extrinsic work values have more impact than intrinsic values in serving as precursors to students’ career decision-making. Besides, AMS satisfaction mediated the relationship between work value orientation and CDMSE.

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“…However, the social crisis in Chile, which was followed by Covid-19 restrictions made it difficult to arrange such interviews. Moreover, even though studies have reported direct links between self-efficacy and learning in general educational contexts (Agustiani et al, 2016;Ahmad & Safaria, 2013;Kim et al, 2019), understanding self-efficacy and EFL learning in lower proficiency contexts will require a focus on the relationship between self-efficacy beliefs and actual language learning proficiency under the two learning environments identified.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Impact of Teacher L2 Use on Learner Self-Efficacy Perceptions: The Case of Chilean Elementary Efl Learners

Cancino

Mera

2022

TEFLIN

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Self-efficacy perceptions on second language settings have been linked to several aspects including learner performance in linguistic tasks, willingness to communicate, and language learning strategy use. These firmly place self-efficacy as a variable affecting cognitive and contextual aspects in language learning settings. However, the amount of L2 used by teachers needs to be researched in their own right, since an approach that makes the L2 compulsory in the language classroom may affect learners’ perceptions of their ability to learn the new language. This relationship becomes even more relevant in low-level EFL school settings where teachers are more willing to use the learners’ L1 in their lessons. Thus, to assess the impact of teacher L2 use on the self-efficacy of primary EFL learners, the present study investigated 58 Chilean 6th-grade EFL students’ self-efficacy beliefs in two contexts: L2-Only instruction (i.e., an approach where lessons are delivered solely in the L2), and L1-L2 instruction. Findings revealed that learners in the L2-Only group did not significantly decrease their self-efficacy when compared to the L1-L2 group, and that the L1-L2 group displayed significantly higher scores in the reading and writing components. It is argued that contextual aspects that include the nurturing of self-efficacy need to be considered to make informed decisions on whether to use the L1 and the L2 in the language classroom.

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Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction

Cited by 10 publications

References 15 publications

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study

Work Value Orientation and TVET Students’ Career Decision-Making Self-Efficacy: The Mediating Role of Academic Major Satisfaction

Assessing the Impact of Teacher L2 Use on Learner Self-Efficacy Perceptions: The Case of Chilean Elementary Efl Learners

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