What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach

Abstract

AbstractAimTo examine how the effects of hardiness, self‐efficacy and positive academic emotion related to the SRL ability of undergraduate nursing students.DesignA cross‐sectional survey was designed.MethodsA total of 395 Chinese undergraduate nursing students from two undergraduate colleges filled out the questionnaires from May to June 2019. The relationships between hardiness, self‐efficacy, positive academic emotion and SRL ability were analysed by structural equation modelling.ResultsThe response rate was 94.05%. SRL ability was significantly positive correlated with hardiness, self‐efficacy and positive academic emotion in undergraduate nursing students. Self‐efficacy (β = 0.417, p < 0.001) and positive academic emotion (β = 0.232, p < 0.001) showed a direct effect on the SRL ability. Although hardiness showed no direct effect on the SRL ability, it affected SRL ability through three indirect ways: self‐efficacy (77.778%), positive academic emotion (14.184%) and the chain mediating effect from self‐efficacy to positive academic emotion (8.038%).ConclusionsNursing students with a higher level of hardiness would have higher self‐efficacy, and more positive and stable academic emotions to obtain the better SRL ability. The produced model provides insights into several factors associated with SRL ability of nursing students. Hardiness, self‐efficacy and positive academic emotion should be emphasized in the education of nursing students because these factors could improve their SRL ability and promote their life‐long learning.