Examining the reliability and validity of a self-regulated learning strategy scale for undergraduate nursing students and effective factors of self-regulated learning strategies.

BACKGROUND

Self-regulated learning in higher education has increasingly attracted attention in recent years. This study involved a survey of nursing students using an originally developed tool called the Self-regulated Learning Strategy Scale for Undergraduate Nursing Students (SRLSS-NS).

OBJECTIVES

We aimed to elucidate factors relating to the promotion of self-regulated learning while confirming the reliability and validity of the novel scale.

DESIGN

A cross-sectional survey design was adopted.

SETTING

School of Health Science, Faculty of Medicine.

PARTICIPANTS

Participants included first- to fourth-year undergraduate nursing students.

METHODS

Descriptive statistics were used to ascertain participant characteristics. We confirmed the criterion-related validity of the survey through exploratory factor analysis and Pearson's product-moment coefficient with external criteria. Reliability was calculated using Cronbach's α coefficient. To examine stability, we confirmed the correlation between the first and second surveys. Multiple regression analysis was performed using the SRLSS-NS score as the objective variable and basic attributes/individual factors, learning-related factors, and cognitive factors as explanatory variables. The statistical significance level was defined as 5 %.

RESULTS

The scale consisted of 12 items related to three factors-construct validity, internal consistency, and stability-which were confirmed. Regarding factors related to the SRLS of undergraduate nursing students, the SRLSS-NS score was greater for items such as, "I feel that university education gives me confidence in learning" (β = 0.255, p < 0.001), "I like/find interest in things I am learning" (β = 0.228, p < 0.001), "I feel that university education teaches me how to learn" (β = 0.198, p = 0.003), and "Self-esteem as a professional" (β = 0.143, p = 0.023).

CONCLUSION

As more efforts are made to improve undergraduate nursing students' SRLS, the importance of education for increasing confidence, promoting intrinsic motivation, teaching learning methods, and fostering occupational identity is emphasized.