College of Nursing, University of Santo Tomas, Manila 1015, Philippines.
Nurse Educ Pract. 2023 May;69:103639. doi: 10.1016/j.nepr.2023.103639. Epub 2023 Apr 11.
To investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning.
Academic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning.
Cross-sectional study and mediation analysis.
Nursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson's r, bivariate analysis and multistage regression analyses were employed to analyze the data.
Academic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students.
Resilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.
探讨韧性和学业动机在学业压力与自主学习之间的中介作用。
护理学生的学业压力是一个被广泛报道的概念，它会影响韧性、学业动机和自主学习。然而，目前还缺乏研究来探讨韧性和学业动机在学业压力与自主学习之间的中介作用。
横断面研究和中介分析。
通过便利抽样，从五所护理学校招募了 718 名护理学生。使用四个自陈式量表（学业压力感知量表、Connor-Davidson 韧性量表、短期学业动机量表和自主学习量表）从 2022 年 8 月至 12 月收集数据。采用 Pearson's r、双变量分析和多阶段回归分析来分析数据。
学业压力对护理学生的韧性、学业动机和自主学习有负面影响。韧性和学业动机对自主学习有积极影响。韧性和学业动机在学业压力与自主学习之间起中介作用，这表明韧性和学业动机降低了学业压力对护理学生的负面影响。
作为中介，韧性和学业动机减轻了学业压力对自主学习的影响。护理教育者和管理者应推广旨在增强韧性和学业动机的项目，从而提高教育和临床绩效。
