Study On The Infulucing Factors Of Learning Adaptability In Nursing Undergraduates Based On Self-regulated Learning Theory

Objective:To investigate the status and influencing factors of learning adaptability in nursing undergraduates students;to explore the relationships among educational environment,metacognitive ability and learning adaptability using structural equation model based on Self-Regulated Learning Theory;Furthermore,to provide strategies for improving learning adaptability of nursing undergraduates.Methods:This study was a cross-sectional study of non-experiment.Cluser-quota sampling methods were used to selected 518 nursing undergraduates(grade 1 to 4)from 3 nursing colleges.The survey tools in this study include General Information Questionnaire,College Learning Adjustment Scale,Dundee Ready Educational Environment Measure and The Scale for College Student's Metacognitive Ability.Date was analyzed using SPSS 19.0 and AMOS 22.0 softwares.Descriptive analysis,t-test,ANOVA,Pearson correlation analysis,multiple linear regression analysis and the analysis of structural 'equation model were conducted in the study.Results:(1)The score of learning adaptability in nursing undergraduates was 103.60±13.252,which was above the middle level.Among the five dimensions of learning adaptability,the scores for the dimensions of learning motivation,teaching mode,learning ability,learning attitude,environmental factors was 26.72±4.68,26.72±4.64,22.24±3.78,14.89±3.49 and 1.72±4.64 respectively.After standardization,the order of five dimensions scores from top to bottom were teaching mode,learning attitude,learning ability,learning motivation and environmental factors.(2)There were significant differences of learning adaptability in age,nationality,origin,grade,clinical probation,learning task difficulty,library resources and professional recognition among nursing undergraduates(P<0.05).(3)Pearson correlation analysis revealed that learning adaptability of nursing undergraduates was positively correlated with educational environment and metacognitive ability(P<0.01).There was a positive correlation between educational environment and metacognitive ability(P<0.01).(4)Six variables(professional recognition,learning task difficulty,origin,library resources,grade and nationality)were included in the multiple linear regression analysis for learning adaptability,and the results showed that all of the variables explained 11.0%variance of learning adaptability,and especially the variables of professional recognition.(5)Structural equation modeling analysis revealed that the effect of educational environment on learning adaptability(?=0.37,P<0.001),the effect of medical education environment on metacognitive(?=0.52,P<0.001),the effect of metacognitive ability on learning adaptability(?=0.63,P<0.001)was significant.Conclusion:(1)The learning adaptability of nursing undergraduates was above the medium level.Among the dimensions of learning adaptability,the best adaptation was teaching mode.The adaptation of learning motivation and environmental factors needed to be strengthened.(2)The influencing factors of learning adaptability in nursing undergraduates were professional recognition,learning task difficulty,origin,library resources,grade and nationality.(3)Educational environment had a significant direct effect and indirect effect through the mediation of metacognitive ability on learning adaptability in nursing undergraduates.Metacognitive ability had a significant direct effect on learning adaptability in nursing undergraduates.