BMC Nursing (Nov 2024)

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning

  • Xiaoyun Zhang,
  • Lei-lei Guo,
  • Ying Wang,
  • Yuqing Li,
  • Jiaofeng Gui,
  • Xue Yang,
  • Yujin Mei,
  • Haiyang Liu,
  • Jin-long Li,
  • Yunxiao Lei,
  • Xiaoping Li,
  • Lu Sun,
  • Liu Yang,
  • Ting Yuan,
  • Congzhi Wang,
  • Dongmei Zhang,
  • Jing Li,
  • Mingming Liu,
  • Ying Hua,
  • Lin Zhang

DOI
https://doi.org/10.1186/s12912-024-02500-z
Journal volume & issue
Vol. 23, no. 1
pp. 1 – 11

Abstract

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Abstract Background The purpose of the study is to explore the current level of nursing students’ study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. Methods The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Results Positive stress significantly positively predicted students’ study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. Conclusion This study explains how stress affects students’ study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

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