Influence of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students: the role of self-directed learning ability

Abstract

Purpose This study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could serve as a theoretical reference for developing metacognitive intervention strategies tailored to nursing students. Method Students from two nursing institutions in China were recruited through stratified sampling (n = 600). Data were collected using five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was employed to test the measurement model, and structural equation modeling utilized multiple indexes to assess the degree of model fit. Bootstrapping was conducted to evaluate total, direct, and indirect effects. Results Metacognitive awareness exhibited a significant positive relationship with educational environment, learning motivation, emotional intelligence, and self-directed learning ability (all p < 0.01). The model depicting factors influencing metacognitive awareness demonstrated a good fit. Path analyses revealed that educational environment, learning motivation, and emotional intelligence directly impacted self-directed learning ability. Moreover, educational environment and self-directed learning ability directly influenced metacognitive awareness. Lastly, educational environment, learning motivation, and emotional intelligence influenced metacognitive awareness through the mediation of self-directed learning ability. Conclusion Nursing institutions and educators can utilize the proposed model to devise educational plans aimed at enhancing metacognitive awareness among nursing students, with a specific focus on the indirect impact of self-directed learning ability.