Zhang Duo, Zheng Haoyang, Zhao Ya, Wang Xiaoxiao, Xiao Qi, Zhao Ruiyi, Wang Lan, Hu Kaili, Chen Zelin, Zhou Yanrong
Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China.
Department of Neurosurgery, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China.
BMC Med Educ. 2024 Dec 18;24(1):1475. doi: 10.1186/s12909-024-06436-5.
Academic achievement is a critical indicator of teaching quality. There has been limited exploration into the mechanisms underlying academic achievements among nursing master's students. This study investigated the relationship between ethical leadership and academic achievements, focusing on how the teacher-student relationship and growth mindset mediate this relationship.
A cross-sectional study was conducted with 262 participants who completed online questionnaires. Data were analyzed using Pearson correlation analysis, structural equation model testing, and deviation correction quantile bootstrap method.
The average academic achievement score was 51.26 (SD = 5.963). There were significant correlations between ethical leadership, teacher-student relationship, growth mindset, and academic achievement (r = 0.183 to 0.701, P < 0.01). Ethical leadership had a direct positive effect on academic achievement (effect value = 0.224), accounting for 58.49% of the total effect. Mediation analysis revealed that ethical leadership influenced academic achievement through three pathways: ethical leadership → teacher-student relationship → academic achievement (effect value = 0.050), ethical leadership → growth mindset → academic achievement (effect value = 0.080), ethical leadership → teacher-student relationship → growth mindset → academic achievement (effect value = 0.029).
These findings support our hypothesis that the teacher-student relationship and growth mindset mediate the relationship between ethical leadership and academic achievement. To enhance the academic achievement of nursing master's students, it is crucial to foster positive teacher-student relationship and promote a growth mindset.
学业成绩是教学质量的关键指标。对护理硕士研究生学业成绩背后的机制探索有限。本研究调查了道德领导力与学业成绩之间的关系，重点关注师生关系和成长型思维模式如何在这种关系中起中介作用。
进行了一项横断面研究，262名参与者完成了在线问卷。使用Pearson相关分析、结构方程模型检验和偏差校正分位数Bootstrap方法对数据进行分析。
学业成绩平均得分为51.26（标准差=5.963）。道德领导力、师生关系、成长型思维模式和学业成绩之间存在显著相关性（r=0.183至0.701，P<0.01）。道德领导力对学业成绩有直接正向影响（效应值=0.224），占总效应的58.49%。中介分析表明，道德领导力通过三条途径影响学业成绩：道德领导力→师生关系→学业成绩（效应值=0.050），道德领导力→成长型思维模式→学业成绩（效应值=0.080），道德领导力→师生关系→成长型思维模式→学业成绩（效应值=0.029）。
这些发现支持了我们的假设，即师生关系和成长型思维模式在道德领导力与学业成绩之间起中介作用。为提高护理硕士研究生的学业成绩，培养积极的师生关系和促进成长型思维模式至关重要。
