Engagement Questionnaire Research Articles

Digital Game as A Media to Increase Cognitive Intelligence of 13-18 Years Old Teenagers

Nowadays, Cognitive Intelligence plays an essential role especially on making decisions. The growth of digital media makes public thinks that video games are addictive. They think that video games are addictive and damaging. Games are design to refresh, challenge and help people to train their problem solving. In this research, the researcher explored the cognitive development of teenagers aged 13-18 with a puzzle-based digital game. Participants were 15 students studying in junior and senior high school. Participants were given three tests: pre-test and post-test by IQ test and a Game Engagement Questionnaire (GEQ) to explore the game's engagement from the participants' perspective. The average of Pre-Test is 113.2, while the Post-Test is 118.33. This Show that after playing the games it increases the IQ of the students. The researcher also discovered that many factors could influence the outcome of participant IQ. The GEQ shows that the participants agreed that some of the puzzle-based game might be a good or bad influence on them.
 Keywords: Cognitive Intelligence; Digital Games, Formal Operational Game-based Learning, Jean Piaget's Theory

THE RELATIONSHIP BETWEEN TEACHING LEADERSHIP OF COLLEGE AND UNIVERSITY TEACHERS AND ACADEMIC ACHIEVEMENT OF COLLEGE AND UNIVERSITY STUDENTS: THE MEDIATING ROLE OF LEARNING ENGAGEMENT

This article uses the learning engagement mediating variable to explain the relationship between college and university teachers' teaching leadership and college and university students' academic achievement. Method: A survey of 985 college and university students was conducted using the University Teacher Teaching Leadership Questionnaire, Learning Engagement Questionnaire, and College Student Academic Achievement Questionnaire. Results: The teaching leadership of college and university teachers has a significant positive impact on learning engagement. Estimate = 0.674, p<0.001. Learning investment has a significant positive impact on college and university students' academic achievement. Estimate = 0.532, p<0.001. The direct effect of college and university teachers' teaching leadership on college and university students' academic achievement is significant (= 0.29, p<0.001). The mediating effect of learning investment is significant (mediating effect = 0.359), and the Bootstrap 95% bias-corrected confidence interval is [0.272, 0.461]. Conclusion: Learning engagement plays a mediating role in the relationship between college and university teachers’ teaching leadership and college and university students’ academic achievement.

Students’ Academic Engagement in Secondary Schools: Parental Involvement and Academic Resilience as Predictor Variables

Academic engagement is essential if students must fulfil their academic goals and key to their success. The research employed a correlational research design to assess the extent to which parental involvement and academic resilience can predict the academic engagement of secondary school students in Anambra State. The study was guided by three research questions and tested three null hypotheses at a significance level of 0.05. 19708 senior secondary class two (SS2) students made up the study's population, from which 960 samples were selected using a multi-stage simple random approach. The study employed three instruments, namely the Parental Involvement Questionnaire (PIQ), Academic Resilience Questionnaire (ARQ), and Academic Engagement Questionnaire (AEQ), which were validated by three experts in the field of Educational Psychology. To evaluate the instruments' reliability, the Cronbach Alpha technique was employed, yielding alpha coefficients of 0.72, 0.71, and 0.70 for PIQ, ARQ, and AEQ, respectively. Simple regression analysis was used to test the null hypothesis and simple correlation analysis was used to answer research questions. The results showed that academic engagement is positively correlated with parental involvement and academic resilience. It also demonstrated that parental involvement and academic resilience worked together to enhance secondary school students' academic engagement in Anambra State. The study's conclusions led to the recommendation that parents get active in their children's education to both strengthen their resilience and raise their academic engagement.

Understanding organisational and nursing behaviour changes associated with a therapeutic engagement improvement tool in acute mental health inpatient settings: A qualitative analysis

BackgroundEnhancing the quality of therapeutic engagement between nurse and service user is related to positive impact on care, safety, and recovery outcomes. Achieving improved therapeutic engagement remains challenging in the acute mental health inpatient setting, characterised by complex social processes and contextual features that constrain behaviour change. The Therapeutic Engagement Questionnaire is an evidence-based tool co-produced with service users and nurses to improve therapeutic engagement. ObjectivesThe objectives of this quality improvement project were to identify the organisational and nursing behaviour changes associated with the Therapeutic Engagement Questionnaire and to understand the active behaviour change ingredients of the improvement tool and how they exert their influence. DesignA qualitative multi-site case study design in which data were collected from study site field notes and document review. SettingFour acute mental health inpatient case study sites in England. MethodsData referencing Therapeutic Engagement Questionnaire-linked behaviour change in project meeting field notes and documents from each study site were analysed using an inductive and deductive approach with thematic analysis. The Capability Opportunity Motivation-Behaviour model was employed as a theoretical framework. FindingsThe therapeutic engagement tool had the capacity to prompt behaviour change across all three components of the behaviour change model: Capability – through nurses sharing good therapeutic engagement practice and use of statements in the questionnaire to build nurses’ knowledge and skills; Opportunity – through organisational barriers being addressed and ward-level practice and culture changes; Motivation – through nurses’ awareness of their influence on service user recovery, nurses’ alertness to their therapeutic work, and connections between the therapeutic engagement tool and nursing core values. However, the tool did not accord with the values of some nurses, reported to be unmotivated by the recognition it gave their profession for contribution to service user recovery. In sites evidencing more prominent behaviour change, senior leader and ward-level agents of change played a valuable facilitative role. ConclusionThe therapeutic engagement tool had the potential to prompt behaviour changes at organisation and ward level and to the ways individual nurses therapeutically engage with service users, helping strengthen therapeutic engagement practice. Leadership at senior organisational and ward level was important to address contextual barriers to change. The project resulted in a conceptual framework to explain and understand the behaviour change techniques and functions linked to the therapeutic engagement tool. Longevity of the behaviour changes and their impact on service user quality of care requires future evaluation. Tweetable abstractA therapeutic engagement tool can prompt organisational and nursing behaviour change in acute mental health inpatient settings.

Student Perceptions and Reflections on Targeted Learning Outcomes

The purpose of this study was to evaluate student perceptions on targeted learning outcomes through reflections and engagement questionnaires. The learning outcomes used for the research were based on Fink’s Taxonomy, which offers an integrated model for significant learning. Participants responded to quantitative and qualitative prompts about their perceptions of core concepts related to learning. A subset of the sample completed reflective assignments as part of their coursework that aimed to understand learning goals related to human dimension and caring goals. These goals measure learning through the development of new feelings, interest, and values, and learning about oneself and others. Evaluating student responses on targeted learning outcomes is an effective tool in understanding effective approaches aimed at achieving significant learning.

Measurement of Student Engagement in a Generic and Online Learning Management System-Based Environment

Use of technology on campuses of higher education has changed how students are engaged in the process of learning. It also has brought lot of asynchrony to the definition of class room teaching, active learning, student-staff interactions, and dealing with various academic challenges. The paper presents a study conducted to measure student engagement in a generic and online learning management system-based teaching learning environment. The paper presents threefold results. The first one is on identification of student engagement styles. The styles identified can further be used to design, develop, and implement most student engaging policies on campus which are beneficial to all the stakeholders. Second, the central point of the study is the student and her/his engagement with the learning process. The paper presents a student engagement report card to individual students for their analysis. Informing and involving students to know about their engagement report card would be beneficial. The third is feedback on a trail left by students' logs on the learning management system that can help the teachers to plan the teaching methodology. The methodology used was based on the data collected by the students of the institute/university. A student engagement questionnaire was used to measure student engagement in both generic and online learning environments. A cluster analysis was conducted on the data collected to identify the student engagement styles. A subcategory analysis was reported as a student engagement report card. The student-logged data on the institute learning management system was used to present the third analysis.

Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement

In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind children (LBC). A sample of 431 LBC from southwestern China was assessed at three different time points at six-month intervals. The Subjective Happiness Scale, Teacher-Student Relationship Scale, Connor-Davidson Resilience Scale, and Learning Engagement Questionnaire were utilised for measurement purposes. The findings revealed that the subjective happiness of LBC was influenced by their teacher-student relationships through the separate pathways of resilience and learning engagement. Moreover, the teacher-student relationship could predict LBC’s subjective happiness either via a pathway from resilience to learning engagement or through a pathway from learning engagement to resilience. This study underscores the crucial role of teachers in facilitating positive development among LBC and highlights implications for policymakers to prioritise quality training for teachers in rural primary schools. By enhancing childhood teachers’ understanding of key factors influencing children’s positive development, appropriate strategies can be implemented effectively to support LBC.

Investigating EFL Students' Engagement in Online English Classes at Taif University

Student engagement is a significant factor that has been linked to academic success. In Saudi Arabia, curriculum development has been undertaken to improve English as a foreign language (EFL) course; however, EFL students still face difficulties engaging together, especially in online classes. The study aims to (1) investigate students' engagement in online courses and (2) provide online students' perspectives on the value of the student engagement strategies for enhancing learning. The Student Course Engagement Questionnaire (SCEQ) and the Online Engagement Strategies Questionnaire (OESQ) were used as reliable measurements; a survey was conducted with 197 EFL students studying Online English language courses. The results reveal a high level of engagement among EFL female and male students and some engagement strategies that were rated most important based on students' perceptions. The study will help generate recommendations to improve EFL practices and develop online EFL classes.

An Exploratory Study on the Relationship between Language Learning Attitude, Engagement, and Communication Skills Among Chinese EFL Learners

Language learning stands as a cornerstone in today’s globally interconnected world, particularly for Chinese learners of English as a Foreign Language (EFL). Nevertheless, the process of language acquisition is intricate and influenced by a myriad of factors. The primary objective of this study is to examine the current status of English learning attitudes, engagement, and communication skills among Chinese EFL learners and to explore the interrelationships among these variables. A total of 402 university students majoring in disciplines other than English, situated in central China, participated in this investigation. Three questionnaires—the Attitudes toward English Learning Questionnaire, the English Learning Engagement Questionnaire, and the English Communication Skills Questionnaire—were administered to assess their learning attitudes, engagement, and communication skills using a 4-point Likert scale. Following data collection, descriptive statistics and correlation analysis were conducted using SPSS. The study revealed positive attitudes and high levels of engagement among students in learning English, along with proficient overall communication skills. Additionally, significant differences were observed in students’ responses regarding attitude, engagement, and communication skills when categorized by demographic profiles. Furthermore, a robust correlation was identified among language learning attitude, engagement, and communication skills. Finally, recommendations have been proposed to assist educators in addressing students’ challenges and facilitating improvements in their attitudes, engagement, and communication skills within their respective English classes.

Paternidade com Filhos entre 2 e 10 Anos de Idade: Propriedades Psicométricas do IFI-BR-27

Abstract: The Inventory of Father Involvement (IFI) was developed to examine paternal involvement among men with children from 5 to 10 years of age. However, father involvement affects child development starting in the child’s infancy. In Brazil, a revised version of the instrument (called the IFI-BR-27) was developed to use with fathers of children in a wider age group (2 to 10 years). Thus, in this study we aimed to investigate evidence for validity of this revised version based on internal structure, measurement invariance, and evidence of convergent validity. For this purpose, 572 Brazilian fathers completed a sociodemographic questionnaire, the IFI-BR-27, and either the Father Engagement Questionnaire (FEQ; for fathers of children in early childhood education settings) or the Inventory of Parenting Practices (IPP; for fathers of children in elementary school). Results of confirmatory factor analyses indicated the plausibility of a second-order internal structure for the IFI-BR-27 (χ 2 / df = 3.526; CFI = .937; TLI = .929; RMSEA = .066). Composite reliability for the nine factors varied from .65 to .84. Invariance analyses indicated that the structure is independent of the child’s educational setting. Evidence of convergent validity was also found ( r = .67 – FEQ; r = .58 – IPP). Therefore, the IFI-BR-27 is an adequate tool to assess the quality of father involvement for fathers of children in preschool or elementary school. The IFI-BR-27 can contribute to further scientific research, aiding in longitudinal studies, as well as helping professionals to evaluate and encourage specific dimensions of father involvement.

Effectiveness of an Authentic-Based Multimedia Learning Environment on Students’ Engagement and Performance in South-West Nigerian Higher Institutions

Students’ relationships to the curriculum and their cooperation with peers and instructors during the learning processes have both benefited by engagement. The main objective of the study aims to examine the effect of students’ performance and engagement in an authentic-based multimedia learning Environment. The study adopted Quasi experimental design with a purposive sample of 90 undergraduates’ students from a public university in South-west Nigeria. The students were furtherly distributed into 45 students each for experimental and control group. The data collected through student engagement questionnaire and achievement test were analysed to descriptive and inferential analysis (paired t-test) with the use of pre-test and post-test to describe the students’ performance test (SPT). The results of the study showed the significant effect of authentic-based multimedia learning environment on students’ performance level, cognitive and behavioral engagement level. The findings indicated that students perform better and increased their cognitive thinking skills to improve their interaction towards the utilization of multimedia in the learning process. Moreover, it was found out that cognitive and behavioral engagements were positively allied to the student academic performance. The instructors and management of the higher institution should have strong collaboration to provide more opportunities for the students to interact with different course activities in the learning environment to maximize their performance and engagement levels.

Feasibility and assessment of a comprehensive emergency department-based intervention for patients at risk of HIV.

Behavioral factors increase the risk of contracting HIV. A comprehensive prevention services (CPS) intervention includes risk assessment and referral for those with confirmed risk. This project sought to assess the feasibility of an emergency department (ED)-based CPS program. A prospective cross-sectional assessment was conducted from October, 2021 through May, 2023, at a single ED in Birmingham, Alabama. Either of two screening methods were subjected to HIV negative adults: 1) manual chief complaint review or 2) objective electronic medical record (EMR) query. Manual and EMR screening methods considered sexually transmitted infections (STIs) or a positive urine drug test (to observe for commonly injectable drugs) within 12 months of current ED visit. Identified patients were approached in the ED (manual review) or via phone (EMR alert). Persons confirmed at risk for HIV following engagement questionnaire completion were made aware of their risk and offered referral to local CPS clinics. Primary outcome was CPS linkage. Descriptive analysis was performed. Of 184 patients approached, 147 agreed to engagement (79.9%), 117 in-person and 30 via phone; 125 (85.1%) were confirmed at risk for HIV; majority were white (66.4%), male (63.2%), between the ages of 30 and 49 (64.8%), uninsured (78.4%), and without a primary care provider (93.6%). Sexual behavior was identified as a recent (within six months) risk factor in 97 (77.6%) patients. Injection drug use was identified as a recent (within six months) risk factor in 71 (56.8%) patients. Fifty-four (43.2%) expressed interest in obtaining CPS follow-up. To-date, ten patients (18.5%) have connected with a CPS counsellor via phone and five (9.3%) have had a subsequent follow-up appointment to discuss CPS with a medical provider. Thirty at-risk patients (24.0%) received ED-initiated buprenorphine/naloxone. Targeted screening tools can aid in the identification of persons at risk for HIV in the ED; further, subsequent engagement and CPS implementation amongst this cohort is feasible. CPS clinic linkage may be challenging however, a CPS definition inclusive of ED-initiated medication for opioid use disorder, may offer opportunity for increased uptake.

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement.

Examining the Relationship between Social Maturity, Academic Engagement, and Personality Traits in Secondary School Students

This study aimed to examine the relationship between social maturity, academic engagement, and personality traits in secondary school students in Kermanshah. The research method was descriptive-correlational. From all secondary school students in Kermanshah during the academic year 2023-2024, a total of 200 students were selected using convenience sampling. Participants completed the Johnson Triarchic Personality Questionnaire (Johnson, 2018), the Academic Engagement Questionnaire by Fredericks et al. (2004), and the Adolescent Social Achievement Goal Scale by Ryan and Shim (2008). The research hypotheses were analyzed using Pearson’s correlation coefficient, path analysis, and the Sobel test. Results showed that the direct effect of social maturity and avoidance of revealing social immaturity on academic engagement was not significant; however, the direct effect of social maturity on academic engagement was positive and significant. Additionally, findings revealed that the direct effect of the personality traits empathy, compassion, and altruism on academic engagement was not significant. The direct effect of social maturity on the personality traits of empathy, compassion, and altruism was positive and significant. The direct effect of social maturity on empathy as a personality trait was negative and significant. However, the direct effect of social maturity avoidance of revealing social immaturity on empathy as a personality trait was not significant.

Comparison of Early Maladaptive Schemas and Difficulty in Emotion Regulation Among Adolescent Boys and Girls With and Without Marijuana Use

Objective: This study aimed to explain the mediating role of academic engagement in the relationship between goal orientation, academic burnout, and academic procrastination among high school students. Methods and Materials: The research method was descriptive and correlational. The statistical population included all female high school students in Ardakan County during the 2020-2021 academic year. A sample of 294 students was selected using convenience sampling based on the Morgan table. The instruments used in this study were the Solomon and Rothblum Academic Procrastination Questionnaire (1984), the Breso et al. Academic Burnout Questionnaire (1997), the Elliot and McGregor Goal Orientation Questionnaire (2001), and the Fredricks et al. Academic Engagement Questionnaire (2004). Findings: The results showed a positive and significant relationship between academic engagement and the variables of mastery-approach and performance-approach. There was an inverse and significant relationship between academic engagement and the variables of mastery-avoidance and performance-avoidance. Academic engagement had an inverse and significant relationship with academic procrastination and academic burnout. The indirect relationships of mastery-approach and performance-approach variables through academic engagement with academic procrastination and academic burnout were inverse and significant. The indirect relationships of mastery-avoidance and performance-avoidance variables through academic engagement with academic procrastination and academic burnout were positive and significant (p < .05). Conclusion: Based on the findings of this study, it can be concluded that academic engagement influences goal orientation, academic procrastination, and academic burnout. It is suggested that planners, officials, and counselors in the education system take the necessary actions to foster academic engagement.

Student Engagement Increases Caring Behaviour of Nursing Students

Background: Even though caring behavior is introduced since nursing students enter the institution, caring behavior is still low, this may be due to a lack of student involvement.Purpose: The study provides insight into the relationship between student engagement and caring behaviour in nursing students.Methods: A descriptive correlational study was conducted. Data were collected from 250 nursing students in the second to fourth years who had clinical practice experience. A cross-sectional study design was conducted. Data were collected using a modified Caring Behaviour Inventory (CBI) and a Student Course Engagement Questionnaire (SCEQ). Pearson product-moment correlation analysis techniques were used.Results: The overall student engagement score was 73.7 ± 6.8 on average while the caring behaviour score was 74.6 ± 6.5. Student engagement was significantly associated with caring behaviour r = .905 (p 0.001).Conclusion: Based on the finding that student engagement is strongly linked to the display of caring behavior in nursing students, it is clear that active engagement in the learning process is critical for fostering an understanding of caring behaviour. This study provides valuable insights for nursing lecturers seeking to increase student engagement and improve the development of caring behaviour among nursing students. By incorporating strategies that encourage active student participation and engagement, nursing departments can help to facilitate the development of caring behavior among their students.

Gratitude and academic engagement: exploring the mediating effects of internal locus of control and subjective well-being.

This study aimed to explore the relationship between gratitude and academic engagement in Chinese students. The students of some junior high schools in Guangzhou were surveyed using the Gratitude Questionnaire-6, the School Engagement Questionnaire, the Levenson's IPC Scale, and the General Well-being Schedule. A total of 708 valid responses were collected. The results indicate a significant positive relationship between gratitude and academic engagement. Subjective well-being plays a mediating role between gratitude and academic engagement. Locus of control and subjective well-being serve as serial mediators between gratitude and academic engagement. These findings suggest that promoting students' academic engagement can be achieved by fostering gratitude and improving their internal locus of control and subjective well-being. By cultivating gratitude and enhancing these factors, educators and policymakers can create a more engaging and supportive learning environment for students.

The Effect of Ironman Taper on Mood and Engagement of Nonprofessional Triathletes: An Interrupted Time Series Study

An Ironman triathlon, which consists of swimming 2.4 miles, biking 112 miles, and running 26.2 miles, requires extensive training with planned recovery to prevent overtraining. Prior to a race, athletes commonly take a period of time for reduced training, known as a taper. Although much is known about the physical benefits of a taper, little is known about the psychological changes that occur in athletes during taper. This study assessed the mood and athletic engagement (AE) of triathletes during Ironman training, tapering, and post-race, with specific attention paid to these variables during taper. Nineteen participants, who were training for one of three selected late-season Ironman races, were recruited for the study. Data were analyzed for eight participants (five males and three females, Mage data for all time points: training, taper, and post-race. Mood subscales of the Brunel Mood Scale (Terry et al., 1999) and an overall mood scale, as well as the Athlete Engagement Questionnaire (Lonsdale et al., 2007), assessed weekly mood and engagement, respectively. Data were analyzed using time series regression analysis. Results showed no overall trends in change of mood and engagement across the three time points. However, there were significant changes in several variables on an individual level during the taper and post-race period. These individual changes demonstrate that psychological reaction to taper is a personal experience, and factors such as goal orientation, goal satisfaction, social support, competence, and coping strategies can impact the training, tapering, and post-race experience.

The impact of flipped learning on students’ level of engagement in computer studies classroom, in Oyo State, Nigeria

This study investigates the impact of flipped learning on students' level of engagement in computer studies classrooms in Oyo State. The study employed a quasi-experimental pre-test, post-test, and control group design and tested two null hypotheses at a 0.05 level of significance. The sample consisted of 60 junior secondary school III computer studies students selected through a purposive sampling technique. The study utilized the Students' Engagement Questionnaire (SEQ) (R=0.85) and Students' Engagement Observation Scale (SEOS)(R=0.80) as instruments for data collection. The data were analyzed using inferential statistics of ANCOVA and a chart. The study found that student's level of engagement in computer studies was significantly higher in the flipped classroom, but the level of engagement did not differ based on gender. The results of the study suggest that flipped learning can be used to increase the level of engagement of students in computer studies classrooms in Oyo State.

Nurses’ engagement in antimicrobial stewardship and its influencing factors: A cross-sectional study

ObjectiveThis study aimed to investigate the level and influencing factors of nurses’ antimicrobial stewardship (AMS) engagement in China based on the capability, opportunity, motivation, and behavior (COM-B) theory, providing valuable insights for developing effective strategies to improve nursing quality in AMS. MethodsThis cross-sectional study was conducted in 17 tertiary hospitals in Hunan, China, from November 2021 to January 2022. A total of 4,514 nurses were selected. The Nurse AMS Engagement Questionnaire (NAEQ), developed using the COM-B theory, was used for evaluation. The questionnaire included capability (14 items), opportunity (7 items), motivation (6 items), and behavior (12 items) four dimensions, 39 items. ResultsThe total NAEQ score was 155.08 ± 27.12, indicating a moderate level. The score of the capability, opportunity, motivation, and behavior dimensions were 52.33 ± 13.48, 28.64 ± 5.76, 24.57 ± 4.57 and 49.53 ± 8.83, respectively. Significant differences in nurses’ AMS engagement were based on professional titles, whether working as a part-time infection control nurse, whether knowing the AMS teams and the defined daily doses of antibiotics, department type, the deployment of clinical pharmacists, and frequency of antimicrobial training and physician-nurse joint rounds (P < 0.05). Nurses with junior titles had higher scores on the NAEQ than nurses with intermediate titles (P < 0.05). Nurses who worked as part-time infection control nurses, knew the AMS team, and the defined daily doses of antibiotics had higher NAEQ scores than those who didn’t (P < 0.01). Nurses working in the ICU and infectious disease department had lower NAEQ scores than those in other departments, such as the ear, nose, and throat (ENT) department (P < 0.01). Nurses who had clinical pharmacists deployed in their department had higher NAEQ scores than those without or unclear deployment (P < 0.01). Furthermore, nurses who received more frequent antimicrobial training and participated in physician-nurse joint rounds had higher NAEQ scores (P < 0.01). ConclusionMultiple strategies, including enhanced education and training and improved multidisciplinary communication and collaboration, are expected to improve nurse AMS engagement. It is important to give more attention to nurses with intermediate professional titles, less experience, and those working in specific departments.