The Study Of The Relaitonship Between Learning Style And Academic Self-efficacy Of Nursing Students In Changchun City

Objective:This study investigated the learning style and academic self-efficacy ofsecondary school, college and undergraduate nursing students in Changchun City,trying to discuss the nursing students’ differences in different degrees and grades, toexplore the relationship between nursing students’ learning style and academicself-efficacy. The teaching countermeasures and suggestions were provided for thenursing educators to take “personality” teaching strategy according to the nursingstudents’ characters.Methods:1104nursing students were enrolled from Changchun City using stratifiedrandom sampling method, which contained the first and second grades students of onesecondary school or college and the first, second and third grades students of twoundergraduate schools. Kolb’s learning style inventory and Liang Yusong’s academicself-efficacy questionnaire were used as the research tools to investigate the nursingstudents’ learning style and academic self-efficacy. Then the collected data wasentered into Epidata database, using SPSS17.0to analyze. According to the data andanalysis purpose, the researcher chose appropriate statistical method, such aschi-square test, one-way ANOVA, Pearson correlation and multiple stepwiseregression analysis.Results:1. The distribution of nursing students’ learning style is assimilating>diverging>converging>accommodation; the difference of nursing students in different degreeswas significant (P<0.05); the difference of nursing students in the same degree but different grades has no significance (P>0.05).2. In the aspect of learning preferences, the overall nursing students’ scores ofCE, RO, AC, AE were about60%; the CE and AC scores of nursing students indifferent degrees were significant different (P<0.05); the RO and AE scores ofsecondary school nursing students’ in different grades were significant different(P<0.05); but the scores of college and undergraduate nursing students in differentgrades showed no significant difference (P>0.05).3. The score of nursing students’ academic self-efficacy was75.39±10.85, in thedimension of learning ability self-efficacy was39.60±6.93and in the dimension oflearning behavior self-efficacy was35.79±5.68; the scores of nursing students indifferent degrees were significant different (P<0.05); in the dimension of learningability self-efficacy, the scores of secondary school nursing students in differentgrades were significant different (P<0.05). The scores of college nursing students indifferent grades were significant different (P<0.05) but the scores of undergraduatenursing students in different grades showed no significant difference (P>0.05).4. Nursing students of different learning styles had different scores of academicself-efficacy and learning ability self-efficacy (P<0.05). However, in the dimension oflearning behavior self-efficacy, there was no significant difference (P>0.05).5. The result of multiple stepwise regression analysis showed that education,AC and AE had influence on the nursing students’ academic self-efficacy and learningability self-efficacy; that education and OR had influence on the nursing students’learning behavior self-efficacy.Conclusion:1. The major learning style of nursing students in Changchun City wasassimilating and the least was accommodation. Nursing students in different degreeshad difference.2. In the aspect of learning preferences, nursing students preferred AC in theperceptual information dimension and RO in the processing information dimension.Nursing students in different degrees, secondary school nursing students in different grades had difference.3. The academic self-efficacy score of nursing students was overall in the middlelevel, and the learning ability self-efficacy scored higher than the learning behaviorself-efficacy. Nursing students in different degrees, secondary school and collegenursing students in different grades had difference.4. There was a relationship between nursing students’ learning style and academicself-efficacy, the highest score of academic self-efficacy was converging and thelowest was diverging.5. The nursing students’ academic self-efficacy and learning abilityself-efficacy’s influence factors contained education, AC and AE; the learningbehavior self-efficacy’s influence factors contained education and OR.