Abstract
Objectives This study was conducted to confirm the mediating effect of self-directed learning ability on the relationship between growth mindset and perceived academic achievement for nursing students in a non-face-to-face learning environment. Methods Data collection was conducted from December 20 to 31, 2021 for nursing college students in one area, and a total of 118 data were used for the final analysis. For data analysis, independent t-test, ANOVA, Pearson's correlation coefficients, and linear regression analysis were used. Results Growth mindset and self-directed learning ability (r=.57 p<.001), Growth mindset and perceived academic achievement (r=.32 p=.001), self-directed learning ability and perceived academic achievement (r=.39, p<.001) showed a significant static correlation. In growth mindset and perceived academic achievement, self-directed learning ability had complete mediating effect (Z=2.36, p=.020), and explanatory power was 19.0%. Conclusions It is expected that the results of this study can be used as basic data to develop a self-directed learning ability program to improve the perceived academic achievement of nursing students in the future.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Korean Association For Learner-Centered Curriculum And Instruction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
