The Influence of Academic Self-Efficacy on Learning Engagement in Online Education in China:The Mediating Role of Effort

The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead to changes in their approach to learning.Based on online intelligent learning,we investigated how the academic self-efficacy of nursing students affects their engagement with learning and explored the role of academic attribution as a mediator.Five hundred fifty-three nursing college students from Hebei and Hunan provinces in China participated in the online questionnaire.The results revealed that effort plays a mediating role in the relationship between academic self-efficacy and learning engagement.

Translation and psychometric validation of the Korean version of the academic nurse self-efficacy scale for Korean bachelor-level nursing students

Objective:This study aimed to translate the Academic Nurse Self-Efficacy scale(ANSE),assess its appropriateness for use in Korean nursing students,and evaluate the Korean Version of the Academic Nurse Self-Efficacy scale’s(K-ANSE)validity and reliability.Methods:The data of 444 nursing college students at 10 universities across the country were collected from November 1,2020 to June 8,2021.The K-ANSE was analyzed utilizing SPSS 25.0 and AMOS 25.0 programs.The K-ANSE’s content validity,construct validity,convergent/discriminant validity,criterion-related validity,and reliability were evaluated.Results:Internal emotion management,auto-regulatory behavior,external emotion management,and sociality were established.The Cronbach’sαfor the overall scale was 0.87,and that of the 4 subscales ranged from 0.70 to 0.89.Conclusions:The Korean version of the ANSE seems to be a valid and reliable instrument to measure Korean bachelor-level nursing students.

Perceived stress among staff in Saudi Arabian dental colleges before and after an accreditation process: A cross-sectional study

BACKGROUND Accreditation processes are extensively employed to guarantee the quality of higher education institutions.However,this process can potentially generate a stressful atmosphere for staff,thus impacting their ability to perform optimally under pressure.AIM To examine the knowledge of the National Commission for Academic Assessment and Accreditation(NCAAA)and its effects on perceived stress among dental college staff before and after the program accreditation process.METHODS The present cross-sectional questionnaire-based study included 300 employees from three dental colleges.The same employees had to fill out the questionnaire 1 mo after the NCAAA process.RESULTS Approximately 51.33%of the included employees believed that NCAAA is essential to attract quality students to join the program before and after the program.A total of 44.67%felt that their stress was high before,and 31.33%had low stress levels before and after NCAAA.These findings were statistically significant(P≤0.05).CONCLUSION NCAAA raised the prestige of the institution and specific programmes and increased prospects to attract better students,staff,and money,according to the employees.In addition to their needed teaching,research,and other service responsibilities,this work requires a tremendous amount of faculty effort and may cause them stress.

Maternal perceived self-efficacy, perceived vulnerability and child health outcome in Ibadan, South-West Nigeria

Objective:The problems associated with child health continue to constitute a global concern,and child morbidity and mortality remain problematic in Sub-Sahara Africa(SSA).Utilizing a community-based survey conducted in Ibadan North Local government,Southwest Nigeria the study examined the influences of maternal perceived self-efficacy(MPSE)and maternal perceived vulnerability(MPV)on child health outcomes(CHO).Methods:The study appraised data from 683 nursing mothers aged 15-45 obtained from 20 major primary healthcare centers in the region undergoing routine health checks for their children.Three regression models were fitted to examine the effects of MPV,MPSE,and confounding variables of maternal preventive actions such as insecticide-treated nets(ITN)usage and child immunization,among other maternal and child sociodemographic attributes on CHO.Results:The study finds that MPV has no correlation with CHO and MPSE but positively correlates with maternal age(r=0.123,P<0.05).However,CHO has a negative correlation with MPSE(r=-0.200,P<0.05)while positively correlated with child age(r=0.134,P<0.05).MPSE has a unique effect on CHO(β=-0.203,P<0.05),maternal preventive action of ITN usage show a positive association with CHO in the study Model 2(β=-0.163,P<0.05),while in Model 3,child's age has a positive association with CHO(β=0.180,P<0.05).The net effect of the study models accounted for approximately 10%of the variance in CHO reported among the children.Conclusion:Overall,MPSE and ITN usage are essential factors for understanding and reducing the potential adverse CHO.Global effort must continue to improve maternal education to support child health and preventive carepractices in SSA.

Effects of Academic Stress and Perceived Social Support on the Psychological Wellbeing of Adolescents in Ghana

The purpose of this study was to examine how academic stress and perceived social support influence the psychological wellbeing of Senior High School students in Ghana. Two hundred and twenty six male and female students participated. The general health questionnaire, student life-stress inventory and perceived social support from family and friends scales were used to assess psychological wellbeing, academic stress and perceived social support respectively. The results indicated that perceived social support buffered the effects of academic stress on psychological wellbeing. Girls reported higher scores on perceived social support but reported more depression. Boys reported higher academic stress and better psychological wellbeing, and these have been attributed partly to the socialisation role of gender. These results have policy implications in respect of the creation of a cordial school environment as well as encouraging a healthy interpersonal relationship between adolescents and their family and friends with the aim of reducing academic stress appraisal which is inimical to the psychological wellbeing of adolescents.

Correlation among academic self-efficacy,professional identity,and professional attitude of higher vocational nursing students

Objective:To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students.Methods:A total of 656 higher vocational nursing students were investigated with general information questionnaire,academic self-efficacy scale,professional identity scale,and professional attitude scale of nursing students.Results:The score of professional attitude of higher vocational nursing students was(106.34±9.86),which is found to be in the upper middle level.The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy(P<0.05),and with learning ability self-efficacy(P<0.01).Professional cognition,professional will,and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students(P<0.05).Conclusions:Academic self-efficacy and professional identity are important predictors of professional attitude.Learning behavior self-efficacy,professional cognition,professional will,and professional values have a significant impact on the establishment of positive professional attitude.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.

The Relationships among Language Self-Efficacy,Listening Strategy and Academic Achievements:A Case of Chinese Qinghai-Tibet Plateau EFL learners

The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance.

感知教师情感支持对初中生学习幸福感的影响:有调节的中介模型

采用中学生感知教师情感支持问卷、积极心理资本问卷和初中生学习主观幸福感量表,对716名初中生进行测查,探讨初中生感知教师情感支持对学习幸福感的预测作用。结果显示:感知教师情感支持、积极心理资本与学习幸福感三者之间均显著正相关;积极心理资本及其各维度在感知教师情感支持与学习幸福感之间发挥部分中介作用;性别在积极心理资本影响学习幸福感的这一中介过程的后半段起到调节作用,在初中男生群体中,积极心理资本对其学习幸福感的正向预测作用更强。建议增强教师情感支持,培养学生积极心理资本,关注学生性别差异,对不同年级要“因年级制宜”,提供有针对性的指导。

中职制造类专业学生学习投入对其职业认同的影响——基于领悟社会支持的中介作用

我国制造业在迈向高质量发展阶段后面临人才紧缺的发展困境,职业院校承担着培养制造业技术技能人才的关键任务。研究以10省、自治区、直辖市83所中职学校10 608名制造类专业学生为对象,通过相关量表调查了解学生学习投入、领悟社会支持和职业认同的主要特点及相关性关系。基于变量关系,研究认为提升中职制造类专业学生职业认同感还需从校企双方协同育人目标入手,同步创新人才培养模式,多方合力构建起系统全面的人才培养支持体系和权益监督保障体系,重塑技能社会文化生态,使学生产生持久的职业认同感。

特殊教育职前教师职业能力的潜在类别及其影响因素

在全国范围内调研1969名特殊教育职前教师,采用潜在剖面分析方法探索其教师职业能力的类型,使用R3STEP命令进行多项式逻辑回归,检验人口学变量对教师职业能力潜在类别的影响,并在此基础上采用领悟社会支持量表和学业自我效能感量表,探讨特殊教育职前教师职业能力潜在类别的影响因素。结果发现:(1)特殊教育职前教师的职业能力发展总体呈现出师德引领四维共进的特征;(2)从个体层面来看,教师职业能力可分为高水平组、中高水平组、中低水平组和低水平组;(3)男性比女性,高年级比低年级更有可能处于高水平组;(4)领悟社会支持和学业自我效能感较高的个体,更有可能归属于教师职业能力水平较高的分组。本研究揭示了特殊教育职前教师职业能力的潜在类别及其影响因素,为提高其职业能力水平提供了参考和依据。

大学生学业适应性影响机制研究

从中学升入大学后,大学生的学习内容和方法面临较大调整,影响学业适应性的各类因素持续受到关注。随着大学生数量的增长和心理问题的增加,从大学生个人特质角度研究学业适应问题显得尤为重要。在大学生宿舍内,每位同学的学业适应情况因个体羞耻感水平的高低而变化。一般而言,羞耻感高的个体更容易产生社交障碍,影响人际交往,从而降低对社会支持的感知,导致适应困难。学业适应是大学生适应过程中的重要一环,通过分析羞耻感、宿舍关系、领悟社会支持与学业适应性四个变量可以看出,宿舍关系、领悟社会支持在羞耻感与大学生学业适应性之间的链式中介作用,降低羞耻感有助于改善宿舍关系,提升领悟社会支持能力,改善大学生学业适应情况。

负性心理状况对护生学业倦怠的影响分析:领悟社会支持的中介作用

目的 探究领悟社会支持在护理学本科生(以下简称护生)负性心理状况与学业倦怠间的中介作用,为解决护生学业倦怠、促进心理健康的干预提供参考依据。方法 2022年12月至2023年3月,采用便利抽样法选取广西壮族自治区4所大学的931名护生为研究对象,采用大学生学业倦怠量表、焦虑自评量表、抑郁自评量表、压力知觉量表和领悟社会支持量表等对其进行横断面调查。结果 护生学业倦怠、焦虑、抑郁、压力和领悟社会支持得分分别为(57.86±8.56)分、(44.18±9.20)分、(49.49±9.83)分、(38.72±7.50)分、(57.05±14.23)分。学业倦怠与焦虑(r=0.374)、抑郁(r=0.499)、压力知觉(r=0.529)呈正相关;与领悟社会支持呈负相关(r=-0.370,均P<0.01)。领悟社会支持在护生负性心理状况与学业倦怠间起部分中介作用,中介效应占12.79%。结论 负性心理状况可以通过领悟社会支持影响学业倦怠的发生,护理教育者应采取积极措施提升护生领悟社会支持水平、缓解负性心理状况,从而有效解决学业倦怠情况。

领悟社会支持与特殊教育专业研究生学习投入的关系:专业认同和学业自我效能感的链式中介作用

为探究特殊教育专业研究生领悟社会支持、专业认同、学业自我效能感和学习投入的关系,采用领悟社会支持量表、学业自我效能感量表、专业认同量表以及学习投入量表对195名特殊教育专业研究生进行问卷调查。结果表明:(1)领悟社会支持能显著正向预测特殊教育专业研究生的学习投入;(2)领悟社会支持分别通过专业认同、学业自我效能感的单独中介作用和链式中介作用影响学习投入。研究揭示了特殊教育专业研究生领悟社会支持对学习投入的作用机制,对提高特殊教育专业研究生学习投入水平具有启发意义。

高一学生求助数学教师行为对数学成绩的影响:链式多重中介模型

为考察高一学生求助数学教师行为对数学成绩的影响机制,本研究采用求助数学教师行为问卷、中学生感知到的数学教师支持问卷、数学学业情绪量表和中学生数学学习投入量表对986名高一学生进行问卷调查。结果发现,高一学生求助数学教师行为与数学成绩的关系中存在三重预测路径,包括一条直接路径、三条简单中介路径和四条链式中介路径。研究表明,个体自发求助行为、教师给予更多支持、激发学生积极学业情绪、增加其学习投入程度,是提升高一学生数学成绩的重要途径。这对于以学生为主体,培养个体学习主动性和提升数学成绩有重要价值。

学历污名与高职生学业自我妨碍:有调节的中介效应

为探究感知到的学历污名对高职生学业自我妨碍的影响及其心理机制,采用问卷法对753名高职生进行调查,通过相关分析、差异检验、有调节的中介效应检验等统计学方法进行数据分析。研究发现:(1)学历污名对高职生的学业自我妨碍具有直接的影响,学历污名越严重,产生的学业自我妨碍行为越多;(2)感知可雇佣性在其中起到部分中介作用;(3)教师支持能够对中介模型的直接路径和前半段路径进行调节,削弱学历污名对感知可雇佣性和学业自我妨碍的影响强度。

领悟社会支持对感知就业能力的影响:有调节的中介效应

目的:分析大学生领悟社会支持与感知就业能力之间,学业自我效能感和民族认同的中介和调节效应。方法:采用偶遇和滚雪球抽样方法,使用领悟社会支持量表、学业自我效能感量表、民族认同量表和感知就业能力量表对1354名大学生进行问卷调查,运用SPSS 26.0和PROCESS 4.0程序验证有调节的中介模型。结果:领悟社会支持正向预测大学生感知就业能力(β=0.228,t=8.498,P<0.001),亦正向预测学业自我效能感(β=-0.335,t=14.960,P<0.001);学业自我效能感正向预测感知就业能力(β=0.415,t=13.436,P<0.001);民族认同和领悟社会支持的交互项对学业自我效能感(β=-0.063,t=6.418,P<0.001)的预测作用显著;民族认同和学业自我效能感的交互项对感知就业能力(β=0.070,t=7.469,P<0.001)的预测作用显著。结论:领悟社会支持和学业自我效能感能促进大学生的感知就业能力;民族认同正向调节大学生的学业自我效能感;民族认同正向调节大学生的感知就业能力。

情感教学技能对青少年学业成绩的影响:学业控制感的中介作用和感知教师接纳的调节作用

为探讨情感教学技能对青少年学业成绩的影响及作用机制,采用改编版的情感教学技能问卷、学业控制感量表、感知教师接纳量表对河南省4所中学的1004名青少年进行测查。结果发现:(1)情感教学技能对学业成绩具有显著正向预测作用;(2)学业控制感在情感教学技能与学业成绩的关系之间起中介作用;(3)感知教师接纳在情感教学技能与学业控制感的关系中起调节作用,只有对感知高教师接纳的个体来说,情感教学技能对学业控制感具有显著正向预测作用。研究结果表明,教师接纳作为一种必要条件影响教学技能对学生学业成绩所发挥的作用。研究结果在理论上验证并拓展了成就情绪的控制-价值理论,丰富了学业成绩的前因变量研究,为提高青少年学业成绩提供一定的科学依据;实践上,启示广大一线教育工作者注重提升教学技能的同时,也要改善对学生的态度。

领悟社会支持对大学生学业倦怠的影响:认知重评和自我控制能力的中介作用

为探讨认知重评和自我控制能力在领悟社会支持和学业倦怠关系间的中介作用,采用领悟社会支持量表、大学生学业倦怠量表、情绪调节策略问卷以及自我控制量表对339名大学生施测.潜变量建模结果表明:①大学生的领悟社会支持水平显著负向预测其学业倦怠水平;②认知重评在领悟社会支持与学业倦怠的关系中起中介作用;③自我控制能力在领悟社会支持与学业倦怠的关系中起中介作用;④认知重评与自我控制能力在领悟社会支持对学业倦怠的作用中起链式中介作用.

初一学生感知教师支持与学习投入的关系:心理韧性的中介作用

目的探讨学生感知教师支持中的学习支持、情感支持和能力支持3个维度对初一学生学习投入的影响以及心理韧性在其中的中介作用。方法从乌鲁木齐市4所中学随机抽取初一学生430名为被试,采用学生感知教师支持行为问卷、青少年心理韧性量表、中学生学业投入问卷进行测验。结果①感知教师支持、学习支持、情感支持和能力支持均正向预测学生的学习投入;②感知教师支持、学习支持、情感支持和能力支持均正向预测学生的心理韧性;③心理韧性在感知教师支持、学习支持、情感支持及能力支持和学习投入关系中的间接效应值分别为0.157、0.145、0.146、0.149。结论心理韧性在教师支持、学习支持、情感支持及能力支持和学习投入关系中起部分中介作用。