Mediating Effect of Learner Interaction on the Relationship between Grit and Self-directed Learning Ability of Nursing Students in e-Learning

2020 ◽  
Vol 4 (4) ◽  
pp. 53-63
Author(s):  
Shin Hee Kim ◽  
Jeong Lim Ryu ◽  
Yun Bok Kwak
Keyword(s):  
Nursing Students ◽  
Mediating Effect ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learner Interaction ◽  
E Learning ◽  
Directed Learning ◽  
The Relationship

scholarly journals The Mediating Effect of Insecure Adult Attachment on the Relationship between Smartphone Addiction and Self-Directed Learning in University Students

2020 ◽  
Vol 10 (2) ◽  
pp. 124-134
Author(s):  
Inhee Park ◽  
Sinhyang Kim ◽  
Yeonok Suh
Keyword(s):  
University Students ◽  
Adult Attachment ◽  
Pearson Correlation ◽  
Attachment Anxiety ◽  
Mediating Effect ◽  
Learning Ability ◽  
Smartphone Addiction ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.

scholarly journals The Effect of Self-directed Learning Strategies on e-Learning Pre-learning of Nursing Students: Focusing on the Flow Experience

2020 ◽  
Vol 27 (1) ◽  
pp. 52-63
Author(s):  
Ju Young Park
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Mediating Effect ◽  
Self Report ◽  
Flow Experience ◽  
Self Directed Learning ◽  
Learning Satisfaction ◽  
E Learning ◽  
Directed Learning

Purpose: The purpose of this study was to investigate the effect of self-directed learning strategies on e-learning pre-learning focusing on the flow experience.Methods: A structured self-report questionnaire was used to measure learning outcome achievement, pre-learning satisfaction, learning persistence, flow experience, and self-directed learning strategies. Data were collected from September 3~7, 2018. Participants were 150 nursing students studying at a university in D city. Data were analyzed using t-test, one-way ANOVA, Pearson correlation coefficients, and hierarchical multiple linear regression with the SPSS/WIN 23.0 program.Results: The flow experience had a partial mediating effect between self-directed learning strategies and pre-learning satisfaction (β=.73, <i>p</i><.001). Also the flow experience had a partial mediating effect between self-directed learning strategies and learning outcome achievement (β=.17, <i>p</i>=.020) and learning persistence (β=.24, <i>p</i>=.001).Conclusion: Results suggest that flow experience has a positive effect as a mediating effect in the relationship between self-directed learning strategy and pre-learning satisfaction, learning outcome achievement, and learning persistence. Therefore, it is necessary to identify education methods that include flow experience with self-directed learning strategies.

scholarly journals Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

2018 ◽  
Vol 5 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Xiao-Hong Zhang ◽  
Li-Na Meng ◽  
Hui-Hui Liu ◽  
Ru-Zhen Luo ◽  
Chun-Mei Zhang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Positive Impact ◽  
Mediating Effect ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Abstract Objective Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students. Methods From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%. Results For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability. Conclusions To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

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