Open Access

ARTICLE

Academic self-efficacy and self-directed learning ability among nursing students: The moderating role of learning engagement

Huan Ma¹, Jinmei Zou^1,*, Ying Zhong²

1 School of Nursing, Sichuan Vocational College of Health and Rehabilitation, Zigong, 643000, China
2 Nursing Department, Zigong First People’s Hospital, Zigong, 643000, China

* Corresponding Author: Jinmei Zou. Email:

Journal of Psychology in Africa 2025, 35(4), 481-487. https://doi.org/10.32604/jpa.2025.070066

Received 23 April 2025; Accepted 30 June 2025; Issue published 17 August 2025

Abstract

This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students. Participants were 328 Chinese nursing students (male = 11.3%, female = 88.7%; mean age = 20.86 years; SD = 1.75 years). The participants completed surveys on academic self-efficacy (Academic Self-efficacy Scale), learning engagement (Learning Engagement Scale), and self-directed learning ability (Self-directed Learning Instrument). Hayes regression-based PROCESS macro analysis revealed that learning engagement mediated the relationship between academic self-efficacy and self-directed learning ability. The hierarchical regression analysis showed higher academic self-efficacy to be associated with self-directed learning ability. Additionally learning engagement was associated with higher self-directed learning ability. Based on these findings, there is a need for interventions to improve students’ self-directed learning ability through increasing their academic self-efficacy and enhancing learning engagement.

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Keywords

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