Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students

Lee, Mikyoung; Na, Hyun Mi; Kim, Bora; Kim, Su Yeon; Park, Jein; Choi, Ja Yun

doi:10.1016/j.nepr.2021.103003

Cited by 25 publications

(20 citation statements)

References 18 publications

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“…This study agrees with previous research that peer support is one of the factors that encourage students to practice and learn clinical skills [20]. A program that facilitates peer support also has increased students' satisfaction rates [21]. Peer support combined with repetitive practice had a significant effect on student skill development and retention of this knowledge [22].…”

Section: Discussionsupporting

confidence: 90%

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

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Pearson

et al. 2021

International Journal of Advanced Health Science and Technology

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A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

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Section: Discussionsupporting

confidence: 90%

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

Price

Pearson

et al. 2021

International Journal of Advanced Health Science and Technology

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“…Second, we found that positive emotions significantly positively predicted learning satisfaction, while negative emotions significantly negatively predicted learning satisfaction (supporting H2). This result was consistent with those of previous studies that academic emotions were important predictors of learning satisfaction and academic performance (Artino and Jones, 2012;Lee et al, 2021) and verified that academic emotions influenced learning achievement in the CVT (Pekrun, 2006). Specifically, Lee et al (2021) indicated that the more positive emotions nursing graduate students had, the higher their learning satisfaction, highlighting the important role of academic emotions in graduate study.…”

Section: Mediating Effect Of Academic Emotionssupporting

confidence: 91%

“…This result was consistent with those of previous studies that academic emotions were important predictors of learning satisfaction and academic performance (Artino and Jones, 2012;Lee et al, 2021) and verified that academic emotions influenced learning achievement in the CVT (Pekrun, 2006). Specifically, Lee et al (2021) indicated that the more positive emotions nursing graduate students had, the higher their learning satisfaction, highlighting the important role of academic emotions in graduate study. Pekrun et al (2002) also proposed the influence of academic emotions on students' cognitive processes and academic performance, which is related to mental health (e.g., learning satisfaction).…”

Section: Mediating Effect Of Academic Emotionssupporting

confidence: 91%

“…In this study, we focused on activity-related emotions, namely, enjoyment (i.e., positive emotions), boredom, and frustration (i.e., negative emotions) (Pekrun et al, 2011). Studies have shown that academic emotions will influence learning satisfaction (Artino and Jones, 2012;Lee et al, 2021). Moreover, under the traditional face-to-face teaching model, academic emotions are important predictors of the learning process and results (Pekrun et al, 2009).…”

Section: Academic Emotionsmentioning

confidence: 99%

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Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Jing

Gong

et al. 2021

Front. Psychol.

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Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

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“…The existing findings on negative emotions have been inconclusive. A previous study argued that negative emotions impact cognition and behaviors negatively ( Owens et al, 2014 ), thus reducing learning satisfaction ( Lee et al, 2021 ). Conversely, some studies suggested that negative emotions promote the usage of metacognitive strategies and positively predict learning performance (e.g., Artino and Jones, 2012 ; Noteborn et al, 2012 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

Gong

Luo

et al. 2021

Front. Psychol.

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Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

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Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students

Cited by 25 publications

References 18 publications

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

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