剖析护理学研究生考生压力、认知失误与学业自我效能之间的相互作用：中介路径分析

Unraveling the interplay of stress, cognitive failure, and academic self-efficacy among postgraduate nursing candidates: a mediational path analysis.

作者信息

El-Sayed Mona Metwally, AbdElhay Eman Sameh, Hassan Bothaina Hussein, Taha Samah Mohamed

机构信息

Faculty of Nursing, Alexandria University, Alexandria, Egypt.

Faculty of Nursing, Mansoura University, Mansoura, Egypt.

出版信息

BMC Nurs. 2025 Jul 26;24(1):974. doi: 10.1186/s12912-025-03630-8.

DOI:10.1186/s12912-025-03630-8

PMID:40713633

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12297796/

Abstract

BACKGROUND

Cognitive failure, the inability to perform everyday mental tasks, can be exacerbated by stress, particularly in demanding academic environments such as graduate nursing education. This study examined the relationships between cognitive failure, perceived stress, and academic self-efficacy among postgraduate nursing students.

METHODS

A cross-sectional, correlational study was conducted using stratified sampling to recruit 268 postgraduate nursing students from two Egyptian universities. Data were collected through individual structured interviews using validated Arabic versions of the Cognitive Failure Questionnaire (CFQ), Perceived Stress Scale (PSS-10), and Sherer's General Self-Efficacy Scale (SGSES). Pearson's correlation assessed the relationships among variables. Independent t-tests and one-way ANOVA were used to compare mean scores across demographic groups. Multiple linear regression identified predictors of self-efficacy. Finally, path analysis using AMOS was conducted to test the mediating effect of cognitive failure on the relationship between stress and academic self-efficacy.

RESULTS

Females reported higher cognitive failures than males (M = 53.20 vs. 38.78, p < 0.001). Cognitive failure was positively correlated with stress (r = 0.181, p = 0.003) and negatively correlated with self-efficacy (r = - 0.241, p < 0.001). Stress also showed a negative correlation with self-efficacy (r = - 0.207, p = 0.001). Multiple regression revealed that both cognitive failure (β = - 0.170, p = 0.001) and perceived stress (β = - 0.483, p = 0.005) were significant predictors of reduced self-efficacy, accounting for 7.9% of the variance (R² = 0.079, F = 12.435, p < 0.001). Path analysis confirmed that cognitive failure partially mediated the relationship between stress and self-efficacy (indirect effect = - 0.025, p < 0.001; model fit: CFI = 0.918, RMSEA = 0.093).

CONCLUSION

The findings underscore the mediating role of cognitive failure in the relationship between perceived stress and academic self-efficacy. Interventions focused on reducing stress and enhancing cognitive performance may effectively bolster academic self-efficacy and success among graduate nursing students.

A CLINICAL TRIAL NUMBER

Not applicable.

摘要

背景

认知功能衰退，即无法完成日常心理任务，可能会因压力而加剧，尤其是在研究生护理教育等要求苛刻的学术环境中。本研究探讨了研究生护理专业学生的认知功能衰退、感知压力与学业自我效能感之间的关系。

方法

采用分层抽样法进行横断面相关性研究，从两所埃及大学招募了268名研究生护理专业学生。通过个人结构化访谈收集数据，使用经过验证的阿拉伯语版本的认知功能衰退问卷（CFQ）、感知压力量表（PSS-10）和谢勒一般自我效能感量表（SGSES）。采用Pearson相关性分析评估变量之间的关系。使用独立样本t检验和单因素方差分析比较不同人口统计学组的平均得分。多元线性回归确定自我效能感的预测因素。最后，使用AMOS进行路径分析，以检验认知功能衰退在压力与学业自我效能感关系中的中介作用。

结果

女性报告的认知功能衰退高于男性（M = 53.20对38.78，p < 0.001）。认知功能衰退与压力呈正相关（r = 0.181，p = 0.003），与自我效能感呈负相关（r = -0.241，p < 0.001）。压力与自我效能感也呈负相关（r = -0.207，p = 0.001）。多元回归显示，认知功能衰退（β = -0.170，p = 0.001）和感知压力（β = -0.483，p = 0.005）均是自我效能感降低的显著预测因素，解释了7.9%的方差变异（R² = 0.079，F = 12.435，p < 0.001）。路径分析证实，认知功能衰退部分中介了压力与自我效能感之间的关系（间接效应 = -0.025，p < 0.001；模型拟合度：CFI = 0.918，RMSEA = 0.093）。