Ye Shanshan, Yue Wenyu, Chen Yixin, Gui Keying, Li Yanlei, He Runyi, Liu Xiaohong
School of Medicine, Taizhou University, Taizhou, China.
Front Psychol. 2024 Sep 4;15:1413151. doi: 10.3389/fpsyg.2024.1413151. eCollection 2024.
Psychological capital has become a prominent focus in positive psychology, highlighting the positive influence of higher psychological capital on individuals. Self-directed learning ability is a fundamental skill for students, vital for enhancing academic performance and professional development, and is integral to the continuous learning process of nursing students. Recognizing the relationship between psychological capital and self-directed learning ability is crucial for the progress and development of undergraduate nursing students.
This study aims to investigate the correlation between psychological capital and self-directed learning ability in undergraduate nursing students, as well as to explore the factors that influence these variables.
A cross-sectional survey was conducted with 667 full-time undergraduate nursing students from a nursing school in Taizhou, China. Psychological capital and self-directed learning ability were assessed using the Psychological Capital Questionnaire and Self-Directed Learning Scale, respectively. Correlation and stepwise multiple regression analyses were then carried out to evaluate the relationship between psychological capital and self-directed learning ability among the participants.
The study revealed that the psychological capital score averaged at 103.24 ± 15.51, while the self-directed learning scale score averaged at 230.67 ± 27.66. Variations in psychological capital scores were noted based on factors including grade level, being an only child, growth environment, monthly living expenses, parental education level, voluntary selection of nursing major, and club experience. Similarly, differences in self-directed learning scores were associated with factors such as grade level, gender, parental education level, and voluntary selection of nursing major. Moreover, a positive correlation was identified between the overall psychological capital scores and the total self-directed learning ability scores among nursing students. Notably, the multiple regression analysis highlighted that optimism and resilience played significant roles as predictors of self-directed learning ability.
Psychological capital is positively correlated with the self-directed learning ability of nursing students, with optimism and resilience identified as crucial predictors. Nursing educators can utilize strategies rooted in positive psychology and perseverance to improve the self-directed learning ability of nursing students.
心理资本已成为积极心理学的一个突出焦点，凸显了较高心理资本对个体的积极影响。自我导向学习能力是学生的一项基本技能，对提高学业成绩和职业发展至关重要，并且是护理专业学生持续学习过程中不可或缺的一部分。认识到心理资本与自我导向学习能力之间的关系对于本科护理专业学生的进步和发展至关重要。
本研究旨在调查本科护理专业学生心理资本与自我导向学习能力之间的相关性，并探讨影响这些变量的因素。
对来自中国台州一所护理学院的667名全日制本科护理专业学生进行了横断面调查。分别使用心理资本问卷和自我导向学习量表评估心理资本和自我导向学习能力。然后进行相关性和逐步多元回归分析，以评估参与者中心理资本与自我导向学习能力之间的关系。
研究显示，心理资本得分平均为103.24±15.51，而自我导向学习量表得分平均为230.67±27.66。根据年级、是否为独生子女、成长环境、月生活费、父母教育水平、是否自愿选择护理专业以及社团经历等因素，心理资本得分存在差异。同样，自我导向学习得分的差异与年级、性别、父母教育水平以及是否自愿选择护理专业等因素有关。此外，护理专业学生的总体心理资本得分与自我导向学习能力总分之间存在正相关。值得注意的是，多元回归分析强调乐观和韧性作为自我导向学习能力的预测因素发挥了重要作用。
心理资本与护理专业学生的自我导向学习能力呈正相关，乐观和韧性被确定为关键预测因素。护理教育工作者可以采用基于积极心理学和毅力的策略来提高护理专业学生的自我导向学习能力。
