An Empirical Study on the Relationship among Mental Health, Learning Engagement, and Academic Self-Efficacy of Senior High School Students

The association between school educational atmosphere, learning engagement, and professional commitment of nursing students, and learning engagement as the mediator

BACKGROUND

The current shortage and loss of nurses has become a significant problem in healthcare systems around the world. Professional commitment is essential to prevent the loss of nursing staff and stabilize the nursing workforce.

OBJECTIVES

This study aimed to explore the unique relationship between school educational atmosphere, learning engagement, and professional commitment, and whether learning engagement would mediate the relationship between educational atmosphere and professional commitment.

DESIGN

A cross-sectional study design was used.

SETTINGS

The participants came from six schools in four cities in Hubei Province, China.

PARTICIPANTS

A total of 1009 nursing students above the first year of undergraduate studies were included by convenient sampling method.

METHODS

Data were collected using the Educational Climate Inventory, the Utrecht Work Engagement Scale-student, and the Professional Commitment Scale. Pearson correlation was used to examine the relationship between educational atmosphere, learning engagement, and professional commitment. Mediation analysis was used to test whether learning engagement mediated the relationship between educational atmosphere and professional commitment.

RESULTS

A positive educational atmosphere was associated with a high level of learning engagement, which was associated with a higher level of professional commitment. Learning engagement mediated the relationship between educational atmosphere and professional commitment.

CONCLUSIONS

The findings provide empirical evidence for promoting professional commitment in nursing students. Learning engagement is an important mediating variable connecting educational atmosphere and professional commitment. In order to stabilize the career choices of nursing students, it is necessary to take measures to improve their learning engagement during school.

Analysis on the Relationships of Smartphone Addiction, Learning Engagement, Depression, and Anxiety: Evidence from China

Background

With the popularization of the Internet and smartphones, smartphone addiction among college students is becoming increasingly common, causing the problems of their learning engagement, anxiety, and depression. The study aimed to analyze the relationships of smartphone addiction, learning engagement, anxiety and depression among Chinese college students.

Method

Based on the Self-Determination Theory, in January 2023, 780 college students from 6 universities in Heilongjiang Province in China were selected as examples for the study. Internet Addiction Test, Utrecht Work Engagement Scale-Student, Chinese version of Beck Depression Inventory-II, and Spielberger Trait Anxiety Inventory were employed to measure smartphone use, learning engagement, depression, and anxiety among college students. Pearson correlation and multiple logistic regressions were also used.

Results

Smartphone use was negatively correlated with learning engagement (r = -0.097, P < 0.001), whereas it was positively correlated with depression (r = 0.184) and anxiety (r = 0.18, P < 0.001). Significant differences were observed in learning engagement and depression and anxiety symptoms in different degrees of smartphone use. Taking severe smartphone addiction as a comparison standard, depression and anxiety symptoms had a significant influence on different levels of smartphone use, whereas learning engagement did not have a significant influence on different smartphone use levels.

Conclusion

The intervention and prevention of college students' smartphone addiction can improve their learning engagement, relieve their anxiety and depression, and enhance their mental health level.

Retracted: An Empirical Study on the Relationship among Mental Health, Learning Engagement, and Academic Self-Efficacy of Senior High School Students

[This retracts the article DOI: 10.1155/2022/4253142.].