Han S, Eum K, Kang HS, Karsten K. Factors Influencing Academic Self-Efficacy Among Nursing Students During COVID-19: A Path Analysis.
J Transcult Nurs 2021;
33:239-245. [PMID:
34859695 DOI:
10.1177/10436596211061683]
[Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION
The shift to online learning owing to the coronavirus disease 2019 pandemic is posing an additional challenge to academic success, particularly for students who speak English as a Second Language (ESL). This study aimed to examine the factors that contribute to academic self-efficacy among ESL nursing students.
METHOD
This was a cross-sectional study using path analysis with 113 undergraduate ESL nursing students in New York City. Data were collected online using self-report measures of the study variables: academic self-efficacy, perfectionistic concerns, acculturative stress, and e-learning stress. A hypothetical path model was tested using AMOS 26.0.
RESULTS
Perfectionistic concerns and acculturative stress directly affected academic self-efficacy. Furthermore, perfectionistic concerns and e-learning stress indirectly affected academic self-efficacy via the acculturative stress path.
DISCUSSION
Results indicate the importance of developing a multifaceted intervention that considers diverse cultural and psychological factors to help ESL nursing students enhance their academic self-efficacy in e-learning environments.
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