@Article{jpa.2025.070066,
AUTHOR = {Huan Ma, Jinmei Zou, Ying Zhong},
TITLE = {Academic self-efficacy and self-directed learning ability among nursing students: The moderating role of learning engagement},
JOURNAL = {Journal of Psychology in Africa},
VOLUME = {35},
YEAR = {2025},
NUMBER = {4},
PAGES = {481--487},
URL = {http://www.techscience.com/jpa/v35n4/63435},
ISSN = {1815-5626},
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.},
DOI = {10.32604/jpa.2025.070066}
}