Academic self-concept mediates the effect of online learning engagement on deep learning in online courses for Chinese nursing students: A cross-sectional study

• Published in: Nurse education today 2022-10, Vol.117, p.105481-105481, Article 105481
• Main Authors: Zhang, Siai, Ma, Ruijuan, Wang, Zhangyi, Li, Ge, Fa, Tiane
• Format: Article
• Language: English
• Subjects: Academic self-concept; Deep learning; Mediation analysis; Nursing student; Online courses; Online learning engagement
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2022.105481

Online learning is prevalent among nursing students, but the effect of online learning seems not as good as expected. Deep learning, as a learning approach that could help people solve complex problems and make innovative decisions, is associated with individual behavior and psychology. However, from the perspective of individual behavior and psychology to explore the potential influence mechanism of deep learning in online courses is little, in China or indeed internationally. The purpose of this study is to explore the relationship between online learning engagement, academic self-concept and deep learning in online courses for Chinese nursing students, and the mediating effect of academic self-concept on the relationship between online learning engagement and deep learning in online courses of Chinese nursing students. A cross-sectional electronic survey. The study was conducted using a convenience sample of 617 nursing students in five schools in eastern, central, and western China from September 2021 to October 2021 (the number of eligible students in the five schools was 2065). The data were collected with the College students' learning engagement scale in cyberspace, Academic self-concept scale and Deep learning scale in online courses, and analyzed by correlation analysis, univariate analysis, multiple linear regression and PROCESS macro. 594 valid questionnaires were collected (effective response rate: 96.2 %). High online learning engagement and high academic self-concept were correlated with a high level of deep learning in online courses (correlation coefficient: 0.731 to 0.800). Part of the influence of online learning engagement on deep learning in online courses was mediated by academic self-concept, and the indirect effect accounts for 39.75 % of the total effect. Chinese nursing students' online learning engagement may partially influence deep learning in online courses through academic self-concept. •Academic self-concept mediates the effect of online learning engagement on deep learning in online courses.•Increasing the online learning time may help to promote nursing students to adopt deep learning in online courses.•Older and male nursing students will be more likely to adopt deep learning in online courses.•Deep learning in online courses may not be readily adopted by nursing students with low family incomes.•Nursing students who live in rural areas need more attention to promote them to adopt deep learning in online courses.