Park Hye-Ja, Kim Sunki
College of Nursing, CHA University, 120 Haeryong-ro, Pocheon-si, Gyeonggi-do 11160, Republic of Korea.
Heliyon. 2023 Jun 19;9(6):e17416. doi: 10.1016/j.heliyon.2023.e17416. eCollection 2023 Jun.
Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership-as a strategy to develop the learning process-promotes students' self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic.
To determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability.
This study was conducted using a quantitative mediation analysis design.
One hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program.
Participants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method.
Self-directed learning ability was correlated with perceived super-leadership ( = .47, < .001), self-leadership ( = 0.69, < .001), and academic self-efficacy ( = 0.29, < .001). Super-leadership influenced self-leadership ( = 0.42, < .001), academic self-efficacy ( = 0.22, = .002), and self-directed learning ability ( = 0.36, < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability ( = .42, < .001; = 0.35, < .001) ( = 1.936, = .026 by Sobel test).
Learning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students.
自主学习能力是一项核心能力，能使学生在护理教育中提高学业成绩、临床能力和专业成长。超级领导力作为一种促进学习过程的策略，可提升学生的自我领导力，进而增强自我效能感，最终促进自主学习能力。在新冠疫情期间的在线护理教育中，很少有研究严格确定超级领导力、自我领导力和学业自我效能感对自主学习能力的影响。
确定自我领导力和自我效能感在超级领导力认知与自主学习能力之间关系中的中介作用。
本研究采用定量中介分析设计。
从两所提供相同四年制护理学位课程的护理学院方便抽样招募了150名护理专业学生。
参与者完成了一份超级领导力量表、一份自我领导力量表、一份学业自我效能感量表和一份自主学习能力问卷。使用Pearson相关性分析、回归分析、Sobel检验和Hayes的Process Macro软件的Bootstrap方法对数据进行分析。
自主学习能力与超级领导力认知（r = 0.47，p < 0.001）、自我领导力（r = 0.69，p < 0.001）和学业自我效能感（r = 0.29，p < 0.001）相关。超级领导力影响自我领导力（r = 0.42，p < 0.001）、学业自我效能感（r = 0.22，p = 0.002）和自主学习能力（r = 0.36，p < 0.001）。自我领导力和学业自我效能感在超级领导力与自主学习能力之间的关系中起中介作用（r = 0.42，p < 0.001；r = 0.35，p < 0.001）（Sobel检验Z = 1.936，p = 0.026）。
在新冠疫情期间的在线异步教育环境中，成功实施超级领导力以提升护理专业学生的自我领导力和学业自我效能感，需要采用增强自主学习能力的学习策略。因此，本研究关于将超级领导力与自我领导力和学业自我效能感相结合的实证证据，在实现护理专业学生核心学业目标方面具有实际和未来研究意义。
