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문제 정의
- This was a cross-sectional study of nursing students who were undergoing nursing skills training. The study was restricted to individuals who had completed some basic and professional courses and had not yet started their graduation internship.
가설 설정
- Figure 1. Hypothesis of the mediation model.
제안 방법
- As with the original questionnaire, the revised questionnaire was measured on a 5-point scale ranging from 1 (“non-conformity”) to 5 (“conformity”), with low scores demonstrating poor learning motivation.
- From the perspective of resource preservation theory [16], the change in students’ perceived stress can cause an imbalance in their psychological resources and then affect their emotions and behaviors [17]. Based on the theories of previous studies, this study explored the perceived stress and learning motivation of students undergoing nursing skills training as factors influencing PDAE and hypothesized that the relationship between perceived stress and PDAE is mediated by learning motivation during nursing skills training (Figure 1).
- In this study, learning motivation was positively correlated with PDAE and predicted it in the model. This result was consistent with that of a study by Zhang et al.
- The mechanism of this result needs more study, and it was speculated that the mechanism was related to students’ passive learning habits.
- The questionnaire uses a 5-point Likert scale ranging from “non-conformity” to “conformity.
- The questionnaire used in this study was based on the Learning Motivation Questionnaire for University Students developed in 2006 [22]. The questionnaire was revised according to the education and learning characteristics of basic nursing skills training. For example, the item, “I always feel that studying at the university is a pleasant thing,” was revised to, “I always feel that study in skills training course at the university is a pleasant thing.
- ” A total of 27 of the 34 items in the original questionnaire were revised. The revised questionnaire was distributed to 582 nursing students to measure interest in studying, desire for skills, interest in developing reputation, and tendency toward altruism, which were the same as the original questionnaire. The reliability test showed that the internal consistency coefficient for the entire questionnaire was .
- 001). The study used the effect as a measure of the extent of mediating effects[27,28]. The direct effect between the perceived stress score and PDAE was -.
- This study conducted an exploratory factor analysis on the dimensions of perceived stress, learning motivation and PDAE using Harman’s single-factor test to detect these deviations [26]. The various dimensions of perceived stress and learning motivation were included as predictive variables in the PDAE regression analysis, and their tolerance, variance inflation factor (VIF), and condition indicators (CI) were calculated. The results showed that three factors co-loaded in the factor analysis.
- The study was restricted to individuals who had completed some basic and professional courses and had not yet started their graduation internship. Therefore, this study used a convenient sampling method to recruit undergraduate nursing students who had recently entered their fourth year. The students completed a self-administered questionnaire survey.
- Advances had been made by previous researchers in understanding PDAE. This study focused on PDAE and explored the influential factors and pathological relationships of the deactivating dimensions of academic emotions rather than the activating dimensions. The results obtained further enrich the theoretical system of academic emotions and provide reference for subsequent related research.
대상 데이터
- A total of 386 eligible students were recruited from 6 classes. A total of 386 questionnaires were distributed and collected in this study, of which 381 were valid questionnaires, accounting for 98.
- This study used the PDAE dimension of the general academic emotion questionnaire for college students developed in 2008 [3]. The questionnaire contains measures of pride and relief in the learning process and has a total of 19 items. The questionnaire uses a 5-point Likert scale ranging from “non-conformity” to “conformity.
- The scale contains the dimensions of “nervousness” and “loss of control” and a total of 14 items.
- The study was conducted at a university in Changchun, China from September 22 to 29, 2017. We provided professional training to three teachers who coached the third-year nursing students in their grouped skills training.
- The valid sample included 44 male students and 337 female students, 11.5% and 88.5% of the total, respectively. The mean age of the students was 20.
데이터처리
- A stepwise regression analysis was conducted after controlling for gender, age, and family location. Six variables were used as independent variables, including perceived stress factors (nervousness, loss of control) and four dimensions from learning motivation (interest in studying, desire for skills, interest in developing reputation, and tendency toward altruism).
- , Armonk, NY, USA). An independent samples t-test was used to compare groups. The correlations among variables were calculated using partial correlation analysis.
- An independent samples t-test was used to compare groups. The correlations among variables were calculated using partial correlation analysis. The variables predicting PDAE were calculated using stepwise multiple regression analysis.
- The stepwise multiple regression equation used in this study is also a commonly used method to eliminate multicollinearity and to select the “optimal” regression equation. The results of the ridge regression were the same as those obtained by the stepwise multiple regression, indicating that this conclusion was valid and overcame the collinearity problem.
- The correlations among variables were calculated using partial correlation analysis. The variables predicting PDAE were calculated using stepwise multiple regression analysis. The mediating effect was verified using Process 2.
이론/모형
- Stress perception was assessed with the Chinese Perceived Stress Scale [19,20]. The scale contains the dimensions of “nervousness” and “loss of control” and a total of 14 items.
- The questionnaire used in this study was based on the Learning Motivation Questionnaire for University Students developed in 2006 [22]. The questionnaire was revised according to the education and learning characteristics of basic nursing skills training.
- This study conducted an exploratory factor analysis on the dimensions of perceived stress, learning motivation and PDAE using Harman’s single-factor test to detect these deviations [26].
- This study used the PDAE dimension of the general academic emotion questionnaire for college students developed in 2008 [3]. The questionnaire contains measures of pride and relief in the learning process and has a total of 19 items.
- However, the stepwise regression results show that hankering for capability and tendency of altruism have no predictive effect on the dependent variable. To further avoid the problem of collinearity, the ridge regression method was adopted to test the data. Ridge regression is an improved least squares estimation method that can be used for collinear data analysis [38].
성능/효과
- A total of 386 eligible students were recruited from 6 classes. A total of 386 questionnaires were distributed and collected in this study, of which 381 were valid questionnaires, accounting for 98.7% of the total number of questionnaires, which was close to the required sample size.
- The results showed that three factors co-loaded in the factor analysis. Among these factors, the factor with the highest contribution to variance provided an explanatory power of 37.4%, which was less than 40.0%. The bias in this project was not significant.
- The data from this study confirmed the partial mediation of learning motivation in the relationship between perceived stress and PDAE. The results clarified the logical relationships among these concepts.
- Ridge regression is an improved least squares estimation method that can be used for collinear data analysis [38]. The results indicated that the influence of interest in developing reputation and tendency of altruism on the dependent variable was not stable. The remaining curves were relatively stable, indicating that they had the significant interpretation or predictive effect on the dependent variable.
- The results of this study demonstrate that students’ perceived stress was significantly negatively correlated with learning motivation and PDAE during nursing skills training.
- Partial correlations among the main study variables are shown in Table 2. The results showed that the scores for PDAE (including pride, relief, and total score) were significantly negatively correlated with perceived stress and its dimensions. The total scores for learning motivation and its three dimensions (interest in studying, desire for skills and tendency towards altruism) were significantly negatively correlated with perceived stress and its dimensions, while the score for the interest in developing reputation dimension was not correlated with perceived stress.
- The results showed that the variables of interest in studying, nervousness, loss of control and interest in developing reputation were significant predictors of PDAE (p<.001), accounting for 45.9% of the total variance.
- The significant predictors of PDAE were perceived stress and learning motivation. The study also showed that learning motivation in nursing skills training was an important mediating factor, providing nursing students with a bridge between perceived stress and PDAE, and buffering the damage of perceived stress on PDAE. Strategically improving students’ motivation to learn could reduce their perceived stress and build more positive emotions.
- The bias in this project was not significant. The tolerance of each predictor in the regression analysis was between .48 and .97 (all greater than .10), the VIF was between 1.03 and 2.08 (all less than 10), and the CI were between 7.50 and 29.57 (all less than 30). These results indicated that there was no multicollinearity issue among the predictors (See Table 3).
- The results showed that the scores for PDAE (including pride, relief, and total score) were significantly negatively correlated with perceived stress and its dimensions. The total scores for learning motivation and its three dimensions (interest in studying, desire for skills and tendency towards altruism) were significantly negatively correlated with perceived stress and its dimensions, while the score for the interest in developing reputation dimension was not correlated with perceived stress. At the same time, there was a positive correlation among the scores for learning motivation and PDAE.
후속연구
- The paths found in this study include incomplete mediation, which means that there may be other mediating or moderating variables between nursing students’ perceived stress and PDAE that require further investigation.
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