Patterson Donald Glen, Yukhymenko-Lescroart Mariya A
School of International Education, Seirei Christopher University, Hamamatsu, Japan.
Department of Curriculum and Instruction, California State University, Fresno, Fresno, CA, USA.
Psychol Rep. 2024 Feb 9:332941241232895. doi: 10.1177/00332941241232895.
In this study, we examined and compared the beliefs of undergraduate nursing students at a healthcare-focused university in central Japan regarding their abilities to learn English and nursing and sustain effort in their studies. Specifically, the purposes of this research were to learn how Japanese nursing students' mindsets and effort regulation differed across the domains of English and nursing and to determine the extent to which mindsets can predict students' effort regulation in these domains. Data were collected through an online questionnaire ( = 132). We found that students' mindsets and effort regulation differed across the domains of English and nursing with no significant differences by year of study. Growth mindsets and effort regulation were significantly higher and fixed mindsets were significantly lower in nursing than in English. Mindsets in nursing were found to predict effort regulation in both nursing and English, but mindsets in English were found only to predict effort regulation in English. The findings offer valuable insights into the learning beliefs of Japanese nursing students and may provide ideas about how to better motivate nursing students in their studies. Furthermore, the study contributes to the understanding of how mindsets vary across domains and cultural contexts.
在本研究中，我们调查并比较了日本中部一所专注于医疗保健的大学中本科护理专业学生对于自己学习英语和护理的能力以及在学习中持续努力的信念。具体而言，本研究的目的是了解日本护理专业学生在英语和护理领域的思维模式和努力调节方式有何不同，并确定思维模式在多大程度上能够预测学生在这些领域的努力调节。通过在线问卷（n = 132）收集数据。我们发现，学生的思维模式和努力调节在英语和护理领域存在差异，且年级之间无显著差异。护理领域的成长型思维模式和努力调节显著高于英语领域，而固定型思维模式则显著低于英语领域。研究发现，护理领域的思维模式能够预测护理和英语两个领域的努力调节，但英语领域的思维模式仅能预测英语领域的努力调节。这些发现为了解日本护理专业学生的学习信念提供了有价值的见解，并可能为如何更好地激励护理专业学生学习提供思路。此外，该研究有助于理解思维模式在不同领域和文化背景下是如何变化的。
