Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students
Categoria dell'articolo: Original article
Pubblicato online: 10 lug 2019
Pagine: 143 - 150
Ricevuto: 15 ott 2018
Accettato: 29 dic 2018
DOI: https://doi.org/10.2478/FON-2019-0021
Parole chiave
© 2019 Ru-Zhen Luo et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Objective
To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students.
Methods
A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude.
Results
The results showed that learning attitude (
Conclusions
It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.