Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students
Abstract
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 (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01).
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.
© 2019 Ru-Zhen Luo, Xiao-Hong Zhang, Chun-Mei Zhang, Yan-Hui Liu, published by Shanxi Medical Periodical Press
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.