Research On Correlation Between Adversity Quotient,Academic Self-efficacy And Learning Engagement Among Undergraduate Nursing Students

Objective To investigate the current situation and characteristics of adversity quotient,academic self-efficacy and learning engagement of undergraduate nursing students,to investigate the factors affecting adversity quotient,academic self-efficacy and learning engagement of undergraduate nursing students,to analyse the relationship between adversity quotient,academic self-efficacy and learning engagement of undergraduate nursing students,to construct a mediating effect model and to validate it using academic performance.Methods This study was a single-centre,cross-sectional study.Firstly,an online electronic questionnaire was administered to 300 undergraduate nursing students at Guangxi University of Chinese Medicine between May2021 and January 2022 using a random sampling method to understand the current status of adversity quotient,academic self-efficacy and academic engagement of undergraduate nursing students by using the General Information Questionnaire,Adversity Consultation Scale,Academic Self-Efficacy Scale and Academic Engagement Scale,and to comprehensively analyse the influence of the three The survey was conducted to find out the current status of adversity quotient,academic self-efficacy and academic engagement of undergraduate nursing students,and to analyse the factors and correlations between the three factors.Secondly,a random number table was used to analyse the relationship between academic performance,adversity quotient,self-efficacy and learning engagement among 90 second-year nursing students in four courses: Humanistic Training for Nurses,Fundamentals of Nursing,Internal Nursing and Surgical Nursing.Frequencies and percentages were used to describe the general information of undergraduate nursing students.Means and standard deviations were used to describe the undergraduate nursing students’ scores on each dimension of adversity quotient,academic self-efficacy,commitment to learning and total scores.Normality and chi-square were satisfied using independent samples t-test and one-way ANOVA,otherwise t` test and non-parametric rank sum test were used to analyse the differences in adversity quotient,academic self-efficacy and learning engagement among undergraduate nursing students with different demographic characteristics.Multivariate regression was used to analyse the multifactorial effects of the three.Pearson correlation was used to analyse the correlation between adversity quotient,academic self-efficacy and learning engagement among undergraduate nursing students,and the mediating effect analysis method was used to analyse the mediating role of academic self-efficacy between adversity quotient and learning engagement,and a structural equation model was constructed using AMOS 26.0 after adding academic achievement for detailed path analysis.Results1.The differences in the adversity quotient scores of undergraduate nursing students in this study ranged from 25 to 250,with a mean score of123.30 ± 18.00.The differences in the adversity quotient scores of undergraduate nursing students by year,age,whether they were student leaders,interpersonal relationships,whether they chose nursing as their first choice,whether they were satisfied with the quality of teaching at school/college,whether they loved nursing expertise after attending school,and their willingness to work in nursing after graduation were statistically significant(P<0.05).2.The differences in the scores of academic self-efficacy among undergraduate nursing students ranged from 22 to 110,with a mean score of73.29±19.21.The differences in the scores of academic self-efficacy were statistically significant(P<0.05)across different grades,gender,age,interpersonal relationships,satisfaction with the quality of teaching at school/college,whether or not they would enjoy nursing expertise after studying,and their willingness to work in nursing after graduation.3.The differences in the scores of learning commitment among undergraduate nursing students ranged from 17 to 136 with a mean score of72.81 ± 19.98.The differences in learning commitment scores were statistically significant(P<0.05)across grades,gender,age,whether they were student leaders,interpersonal relationships,satisfaction with the quality of teaching at school/college,whether they loved nursing expertise after studying,and willingness to work in nursing after graduation.4.The total score of adversity quotient of undergraduate nursing students was significantly and positively correlated with the total score and all dimensions of academic self-efficacy(r=0.797,P<0.01).5.Undergraduate nursing students’ adversity quotient was significantly and positively correlated with the total score and all dimensions of academic self-efficacy(r=0.793,P<0.01).6.Undergraduate nursing students’ academic self-efficacy was significantly and positively correlated with the total score and all dimensions of academic engagement(r=0.789,P<0.01).7.Academic self-efficacy played a partially mediating role in the adversity quotient and learning engagement.The mediating effect size was43.108%.8.There was a positive correlation between adversity quotient,academic self-efficacy,learning engagement and performance in core professional courses,but not with performance in basic humanities courses.ConclusionUndergraduate nursing students had moderate levels of adversity quotient,academic self-efficacy,and commitment to learning.Grade,age,interpersonal relationships,satisfaction with the quality of teaching at the school/college,love of nursing expertise after attending,and willingness to pursue a career in nursing after graduation were significant influencing factors for all three.There was a positive relationship between the two,with academic self-efficacy playing a part in mediating the model of adversity quotient influencing learning engagement.High levels of adversity quotient,academic self-efficacy and engagement in learning contributed positively to academic performance in some courses.