Psychosocial Factors Affecting Learning Behaviors among Nursing Students
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Abstract
This study aimed to examine learning behaviors and the influence of psychosocial factors including stress, learning self-efficacy, and interpersonal relationships on learning behaviors of nursing students across 4 year-levels of the undergraduate program. The sample consisted of 225 nursing students who were recruited by using a stratified random sampling technique. Participants were asked to complete a 5-online questionnaires including personal information, stress, academic self-efficacy, interpersonal relationships between nursing students with peers, teachers and family, and learning behaviors. These questionnaires yielded Cronbach’s alpha coefficients of 0.93, 0.87, 0.79, and 0.91, respectively. Descriptive statistics, Pearson correlation coefficients, and stepwise multiple regression were used for data analyses.
The results showed that the mean score of nursing students’ learning behavior was 2.67, classified as a moderate level (2.67, SD = 0.34). From stepwise multiple regression analysis, it was found that stress, academic self-efficacy, and interpersonal relationships between nursing students and teachers could together predict learning behaviors for 23.8 percent (R2 = .23, p < .01). The strongest predictor was interpersonal relationships with teachers (β = -.26, p < .001), followed by stress (β = .18, p < .001), and academic self-efficacy (β = .18, p < .001).
The results emphasized the factors influencing learning behaviors among nursing students. To promote nursing students’ learning behaviors, relevant persons regarding nursing education could support for developing programs and providing supportive resources such as stress management program, on-line counseling, and strengthening good relationships between teachers and nursing students.
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