Self-Efficacy in Nursing Students: The Impact of Mastery Experience, Social Influence, and Emotional Factors on Self-Directed Learning in Shanghai, China
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Purpose The study aimed to identify the key factors affecting the self-efficacy of nursing students, focusing on the human capacity for self-directed learning and behavior. This research examines the influences of mastery experience, vicarious experience, social persuasion, emotional regulation, and anxiety on students' self-efficacy. The objectives include assessing current levels of these variables, designing and implementing a self-development plan to enhance them, and measuring changes before and after the plan. Research design, data, and methodology: A sequential exploratory mixed-methods design was employed, integrating qualitative and quantitative approaches to create a data collection instrument. The target population comprised nursing students from vocational colleges in Shanghai, with a sample size of 435 participants. Self-development plan was conducted among 60 participants. The researcher conducted a paired-sample t-test analysis on all five variables to determine if there were any differences in nursing students' self-efficacy between the pre-self-development plan and post-self-development plan phases. Results: Multiple regression analysis revealed that mastery experience, vicarious experience, social persuasion, emotional regulation, and anxiety were significant predictors of self-efficacy. Conclusions: A theoretical model was developed based on these findings and validated by experts, laying the groundwork for future interventions aimed at improving nursing students' self-efficacy.
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