Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study

• Published in: Nurse education in practice 2019-05, Vol.37, p.15-21
• Main Authors: Chen, Jian Hua, Björkman, Annica, Zou, Ji Hua, Engström, Maria
• Format: Article
• Language: English
• Subjects: Ability; Cooperative learning; Correlational studies; Educational Environment; General self-efficacy; Health care; Health-Promoting Work; Hälsofrämjande arbete; Independent study; Learning; Learning Processes; Learning Strategies; Lifelong Learning; Metacognition; Metacognitive ability; Motivation; Nurses; Nursing; Nursing education; Nursing Students; Questionnaires; Self regulation; Self-directed learning; Self-efficacy; Self-regulated learning ability; Strategic planning; Students; Task analysis
• ISSN: 1471-5953; 1873-5223; 1873-5223
• DOI: 10.1016/j.nepr.2019.04.014

The healthcare sector is fast-growing and knowledge-intensive, and to meet the demands associated with it, nursing students must have high levels of self-regulated learning (SRL), metacognition, and general self-efficacy (GSE). In this cross-sectional, correlational study, data were collected from 216 nursing students through a questionnaire. The aims were: 1) to describe the levels of SRL ability, metacognitive ability and GSE among second- and third-year nursing students; 2) to explore the relationships between the SRL ability, metacognitive ability and GSE of second- and third-year nursing students; 3) and to compare SRL ability, metacognitive ability and GSE between second- and third-year nursing students. Nursing students had moderate levels of SRL ability and metacognitive ability, but lower levels of GSE. Positive relationships between SRL ability, metacognitive ability, and GSE were observed. Third-year nursing students had a higher level of SRL ability but lower levels of GSE, compared to second-year students. In terms of metacognitive ability, no significant differences were observed between the student batches. Interventions are required for the improvement of nursing students’ SRL ability, metacognitive ability, and GSE. •Nursing students' self-regulated learning ability needs improvement.•Third-year students had a higher self-regulated learning ability.•Second-year students had a higher self-efficacy than third-year students.•For lifelong learning, educators should foster self-regulated learning in students.