The mediating role of positive psychological capital in the relationship between metacognition and self-directed learning ability: A cross-sectional study

Abstract

BackgroundSelf-directed learning is a fundamental skill and requirement for lifelong learning. It enables nursing students to enhance their learning ability, academic achievement, clinical performance, and adaptability to clinical situations. Metacognition (i.e., the process of reflecting on one's own cognitive activities) helps internalize learning strategies, construct self-concept, and solve problems. Positive psychological capital is a positive psychological state that stimulates the pursuit of individual development; it helps nursing students to cope effectively with various problems. However, it remains unclear if metacognition impacts self-directed learning ability (SDLA) through positive psychological capital; if confirmed, this would provide basic data for the development of effective teaching and learning methods. ObjectivesTo examine the mediating effect of positive psychological capital in the relationship between metacognition and SDLA in nursing students. DesignA cross-sectional, descriptive survey study. ParticipantsThe participants were 172 nursing students from four nursing colleges. MethodsWe measured metacognition, positive psychological capital, and SDLA using an online questionnaire; data were collected from September 7 to 23, 2023. We used Pearson's correlation coefficient to analyze correlations. To test the mediating effect of positive psychological capital, we used three-step regression analysis, Sobel's test, and Hayes's Process Macro - Model 4. ResultsSDLA was correlated with metacognition (r = 0.689, p < .001) and positive psychological capital (r = 0.605, p < .001). Metacognition influenced positive psychological capital (B = 0.324, p < .001) and SDLA (B = 0.614, p < .001). Positive psychological capital mediated the relationship between metacognition and SDLA (B = 0.297, p < .001; z = 3.214, p = .001 [Sobel test]). ConclusionLearning strategies aiming to enhance nursing students' SDLA require successful metacognition to boost positive psychological capital. This study's empirical evidence on the potential benefits of linking metacognition with positive psychological capital has practical implications in relation to helping nursing students attain core academic goals.