ABSTRACT
Objective:To analyze the mediating effect of professional identity between teacher's support and student's learning engagement in nursing students.Methods:A total of 409 nursing students were enrolled in this cross-sectional study. Their professional identity, teacher's support, learning engagement were evaluated by Professional Identification Scale (PIS), Nursing Students' Perceptions of Instructor Caring (NSPIC), and Utrecht Work Engagement Scale-Student (UWES-S). A mediating model was proposed and the impacts of professional identity on teacher's support and learning engagement were observed.Results:The average score of NSPIC was (4.60±0.67) points, that of PIS was (3.58±0.63) points, and that of UWES-S was (4.79±0.97) points. The scores of NSPIC and PIS were a highly positive correlation ( r=0.504, P<0.001). The scores of NSPIC was positively correlated with the scores of UWES-S ( r=0.362, P<0.001). The scores of PIS was positively correlated with the scores of UWES-S ( r=0.315, P<0.001). Multiple linear regression analysis showed that learning engagement of nursing students was associated with the total score of PIS and supportive learning atmosphere, which accounted for 16.6% of the total variability. Professional identity had a mediating effect between teacher's support and learning engagement, with statistic significance among all coefficients of each path ( P<0.05), and all the fitting indexes were good. Teachers support had direct effect (0.31) on learning engagement and indirect effect (0.11) on learning engagement through professional identity. Conclusion:Teacher's support can directly predict student's learning engagement and professional identity plays an mediating role between them.
ABSTRACT
Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.
ABSTRACT
Objective:To investigate the relationship between professional identification and learning engagement, as well as the role of academic self-efficacy as a mediating factor between ideological and political education majors.Methods:Totally 441 students majoring in ideological and political education were collected from four local universities by cluster sampling method, and professional identity scale, learning engagement scale and academic self-efficacy scale were used for investigation. SPSS 26.0 was used for descriptive analysis and correlation analysis, and AMOS 24.0 was used to conduct structural equation modeling and Bootstrap mediating effect test.Results:The scores of professional identity, academic self-efficacy and learning engagement were (3.854±0.515), (3.496±0.426) and (4.900±0.899). Professional identity was positively correlated with learning engagement ( r=0.658, P<0.01), professional identity was positively correlated with academic self-efficacy ( r=0.735, P<0.01), academic self-efficacy was positively correlated with learning engagement ( r=0.756, P<0.01). Academic self-efficacy played partial mediating role in the relationship between professional identity and learning engagement(effect value=0.266, 95% CI=0.178-0.404), accounted for 63.64% of the total effect. Conclusion:Professional identity can directly affect college students' learning engagement, and also indirectly affect learning engagement through academic self-efficacy.
ABSTRACT
ObjectiveTo explore the relationship between the core self-evaluations,copying style and learning engagement of college students.Methods 250 college students were asked to complete the core self-evaluations scale,copying style scale and learning engagement scale.ResultsBivariate correlations results indicated that there was significantly positive correlation between the core self-evaluations,copying style and learning engagement in college students( r=0.179 ～ 0.586,P＜ 0.05 ) ; core self-evaluations affected motivation indirectly by the copying style; core self-evaluations had a direct influence on vigor and absorption; core self-evaluations had a indirect influence on vigor and absorption.ConclusionCopying style was a full mediator of the relationship of the core self-evaluations and motivation,but copying style partially mediated the relationship of the core self-evaluations and vigor and absorption.
ABSTRACT
ObjectiveTo investigate the influence of time management disposition and academic self-efficacy on learning engagement among nursing baccalaureate degree students,and to establish a model of this influence. MethodsLearning engagement scale,the questionnaire of academic self-efficiency,and adolescence time management disposition scale were used to investigate a total of 467 nursing baccalaureate degree students. ResultsThe total score of learning engagement was (52.83±10.45).There were differences in learning among students in different grades and leaning motives,while the interaction of them was not difference in learning engagement.Both academic self-efficacy and time management disposition could positively influence learning engagement directly,and time management disposition could also indirectly influence learning engagement through the academic self-efficacy. ConclusionsThe educators should make efforts to improve time management ability and self-efficacy so as to strengthen the nursing baccalaureate degree students' learning engagement in colleges.