Influencing factors of learning sustained attention for nursing students in online settings: A structural equation model

Liu, Min; Zuo, Jiaojiao; Tao, Yanling; Zhao, Liping; Wu, Shasha; Feng, Li; Liao, Limei

doi:10.1016/j.nedt.2021.105248

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…Such efforts can effectively mitigate the adverse impact of negative hypoarousal emotions [ 21 ]. Numerous investigations have underscored the positive impact of emotions on medical students' academic performance, thereby indirectly influencing their overall academic emotional well-being [ 6 , 22 ]. Additionally, a profound understanding of students' academic emotions and the ability to stimulate a comprehensive range of academic emotions hold significant implications for nurse educators when devising course content [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

Correlation of academic emotion and hardiness personality of undergraduate nursing students

Guo,

Yan,

Yan

et al. 2024

BMC Nurs

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Background Academic emotion is a fundamental emotional concept closely linked to academic achievement. Understanding the connection between academic emotion and the personality trait of hardiness is pivotal in maintaining a stable career orientation throughout one's educational career. Therefore, in pursuit of fostering the robust growth of nursing careers, it is imperative to delve into the academic emotions experienced by undergraduate nursing students. This study endeavors to mitigate the impact of gender differences among nursing students while investigating the intricate relationship between academic emotions and the trait of hardiness in their personalities. Methods This study employed a cross-sectional research design. We gathered data from a convenient sample of 292 nursing students enrolled at Shanxi University of Chinese Medicine. Each student provided demographic information and responded to a general academic mood questionnaire, as well as a Hardiness Personality Rating Scale. Subsequently, we used canonical correlation analysis to evaluate the correlation between academic emotion and tenacity personality in 292 undergraduate nursing students. Results We discovered that academic emotions among nursing students are predominantly characterized by feelings of disappointment and boredom. Furthermore, personality hardiness is primarily influenced by the dimensions of engagement and control. It is important to note that a heightened level of negative, low-arousal academic emotions can diminish the level of engagement. The first typical correlation coefficient corresponding to academic emotion and hardiness were 0.660. The linear combination of standardized variables of the first typical variable corresponding to academic emotion (X1) = -0.444*negative hyperarousal -0.443 * positive hyperarousal + 0.694 * negative hypoarousal -0.260 * positive hypoarousal. The standardized variable equation of the first typical variable corresponding to hardiness personality (η1) = 0.235* hardiness -0.433* control -0.530* investment -0.303* challenge. Conclusions Nursing students generally believe that their input is out of proportion to the return, and this unbalanced emotional experience will seriously affect their academic emotions in China. It is suggested that paying attention to cultivating their tenacious personality traits in the teaching process may help to enhance their academic emotions and enhance the sense of belonging and identity of nursing students engaged in the nursing profession.

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Section: Discussionmentioning

confidence: 99%

Correlation of academic emotion and hardiness personality of undergraduate nursing students

Guo,

Yan,

Yan

et al. 2024

BMC Nurs

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“…Willingness To Learn (WTL), a key factor determining the results of Chinese learning, can arouse learning activities and learning behaviors (Catalano et al, 2021 ; Liu et al, 2021 ). At present, there are few studies on WTL, and they are basically the summary of the education reform experience of education suppliers.…”

Section: Introductionmentioning

confidence: 99%

Exploration on the Influencing Factors of Overseas Students' Online Chinese Learning Intention During the Epidemic Period

Xiao-yu

2022

Front. Psychol.

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In the information age, online teaching has become an essential field of educational development. The work aims to analyze the factors influencing learning intention of Overseas Students (OSs) during the Coronavirus Disease 2019 (COVID-19). The work adopts the method of Unified Theory of Acceptance and Use of Technology (UTAUT), and implements the influencing factor model of open source software online Chinese learning (OCL). Specifically, the OSs of five colleges and universities in Fuzhou are taken as the research objects. The data is collected through questionnaire survey (QS) and Spss25.0 to analyze the reliability and validity of the data, and Amos23.0 is used to validate the model. The results present that autonomy and self-discipline have become the necessary factors affecting open source software OCL, and personal interests and hobbies are the main factors affecting open source software OCL. Meantime, perceived interest, self-learning management, effort expectation, community influence, performance expectation, and promotion conditions have a significant positive impact on the willingness to promote Chinese learning, and their influence degree increases in turn. The conclusion can provide a novel online teaching and learning strategy for open source software under the COVID-19 situation.

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Correlation of Academic Emotion and Hardiness Personality of Undergraduate Nursing Students

Guo,

Yan,

Yan

et al. 2023

Preprint

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Background: Academic emotion is a fundamental emotional concept closely linked to academic achievement. Understanding the connection between academic emotion and the personality trait of hardiness is pivotal in maintaining a stable career orientation throughout one's educational journey. Therefore, in pursuit of fostering the robust growth of nursing careers, it is imperative to delve into the academic emotions experienced by undergraduate nursing students. This study endeavors to mitigate the impact of gender differences among nursing students while investigating the intricate relationship between academic emotions and the trait of hardiness in their personalities. Methods: This study employed a cross-sectional research design. We gathered data from a convenient sample of 292 nursing students enrolled at XX University of Traditional Chinese Medicine. Each student provided demographic information and responded to a general academic mood questionnaire, as well as a hardiness Personality Rating Scale. Subsequently, we used canonical correlation analysis to evaluate the correlation between academic emotion and tenacity personality in 292 undergraduate nursing students. Results: We discovered that academic emotions among nursing students are predominantly characterized by feelings of disappointment and boredom. Furthermore, personality hardiness is primarily influenced by the dimensions of engagement and control. It is important to note that a heightened level of negative, low-arousal academic emotions can diminish the level of engagement. The first typical correlation coefficients corresponding to academic emotion and hardiness were 0.660. The linear combination of standardized variables of the first typical variable corresponding to academic emotion (X1) = -0.444*negative hyperarousal -0.443 * positive hyperarousal + 0.694 * negative hypoarousal -0.260 * positive hypoarousal. The standardized variable equation of the first typical variable corresponding to hardiness personality (η1) = 0.235* hardiness -0.433* control -0.530* investment -0.303* challenge. Conclusions: The collective academic emotions experienced by nursing students tend to lean towards negativity with lower arousal levels. Additionally, there is a prevailing perception among them that the amount of effort they invest is often disproportionate to the rewards they receive. These feelings of inequity can significantly undermine their academic emotions. These findings offer valuable insights for nursing educators, highlighting the importance of focusing on enhancing nursing students' academic interests and aiding them in selecting suitable career paths within the nursing profession.

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Influencing factors of learning sustained attention for nursing students in online settings: A structural equation model

Cited by 3 publications

References 55 publications

Correlation of academic emotion and hardiness personality of undergraduate nursing students

Correlation of academic emotion and hardiness personality of undergraduate nursing students

Exploration on the Influencing Factors of Overseas Students' Online Chinese Learning Intention During the Epidemic Period

Correlation of Academic Emotion and Hardiness Personality of Undergraduate Nursing Students

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