The Relationship between Academic Self-Efficacy and Motivation in the Online Nursing Education Process: The Mediator Role of Anxiety

Yıl 2024, Cilt: 13 Sayı: 1, 119 - 127, 27.03.2024

Çiğdem Torun Kılıç Bahar Candaş Altınbaş Didem Sarımehmet İlknur Buçan Kıkrbir

https://doi.org/10.37989/gumussagbil.1366820

Öz

Online-learning has been adopted as an alternative learning method in Turkey during the coronavirus disease (COVID-19) quarantine to fill the gap left in academia due to the nationwide pandemic-related quarantine. The aim of the study is to examine the relationship between academic self-efficacy and motivation, as well as the mediator role of anxiety, in nursing students during online education. The sample of this cross-sectional, descriptive study consists of 534 nursing students. The study was conducted between June and August 2021 via Google Forms. PROCESS model was used to test the hypothesized model. The model was found to be significant, and academic self-efficacy explains 18.68% of the total change in motivation (R2=0.187; F=122,227; p=0.000). The relationship between academic self-efficacy and anxiety (β=-0.235), academic self-efficacy and motivation (β=0.432), anxiety and motivation (β=-0.200) was significant, respectively (p<0.05). It was determined that anxiety decreased the relationship between academic self-efficacy and motivation (ß=0.385, p<0.05) and it was a partial mediator (%95 CI [0.024; 0.073]). Consequently, anxiety played a partially mediator role in the relationship between self-efficacy and motivation among nursing students during the COVID-19 pandemic.

Anahtar Kelimeler

Anxiety, COVID-19 pandemic, motivation, nursing student, self-efficacy

Çevrim İçi Hemşirelik Eğitimi Sürecinde Akademik Öz Yeterlilik ve Motivasyon Arasındaki İlişki: Kaygının Aracı Rolü

Öz

Çevrimiçi öğrenme, koronavirüs hastalığı (COVID-19) karantinası sırasında Türkiye'de alternatif bir öğrenme yöntemi olarak benimsenmiş ve ülke çapında pandemiyle ilgili karantina nedeniyle akademide oluşan boşluğu doldurmak için kullanılmıştır. Çalışmanın amacı, çevrimiçi eğitim sırasında hemşirelik öğrencilerinde akademik öz yeterlilik ve motivasyon arasındaki ilişkide kaygının aracı rolünü incelemektir. Kesitsel ve tanımlayıcı özellikteki çalışmanın örneklemini 534 hemşirelik öğrencisi oluşturmaktadır. Çalışma Haziran-Ağustos 2021 tarihleri arasında Google Forms üzerinden yürütüldü. Hipotezlenen modeli test etmek için PROCESS modeli kullanıldı. Model anlamlı bulundu ve akademik öz yeterlilik, motivasyondaki toplam değişimin %18.68'ini açıkladığı (R2=0.187; F=122.227; p=0.000) belirlendi. Sırasıyla akademik öz-yeterlik ile kaygı
(β=-0.235), akademik öz-yeterlik ile motivasyon (β=0.432) ve kaygı ile motivasyon (β=-0.200) arasındaki ilişki anlamlı (p<0.05) olarak saptandı. Kaygının akademik öz-yeterlik ile motivasyon arasındaki ilişkiyi azalttığı (ß=0.385, p<0.05) ve kısmi aracı olduğu (%95 GA [0.024; 0.073]) belirlendi. Sonuç olarak anksiyete, COVID-19 pandemisi sırasında hemşirelik öğrencileri arasında öz yeterlilik ve motivasyon arasındaki ilişkide kısmen aracı bir rol oynamıştır.

Anahtar Kelimeler

Anksiyete, COVID-19 pandemisi, hemşirelik öğrencisi, motivasyon, öz yeterlilik

Kaynakça

• 1. Masha'al, D, Rababa, M. and Shahrour, G. (2020). “Distance Learning-Related Stress Among Undergraduate Nursing Students During The COVID-19 Pandemic”. Journal of Nursing Education, 59 (12), 666-674. doi: 10.3928/01484834-20201118-03.
• 2. Naciri, A, Radid, M, Kharbach, A. and Chemsi, G. (2021). “E-Learning in Health Professions Education during the COVID-19 Pandemic: A Systematic Review”. Journal of Education Evaluation in Health Professions, 18. doi: 10.3352/jeehp.2021.18.27.
• 3. Hussien, R.M, Elkayal, M.M. and Shahin, M.A.H. (2020). “Emotional Intelligence and Uncertainty Among Undergraduate Nursing Students during the COVID-19 Pandemic Outbreak: A Comparative Study”. Open Nursing Journal, 14 (1). doi: 10.2174/1874434602014010220
• 4. Sarimehmet, D, Altinbaş, B.C, Gümrükçüoğlu, N. and Duran, S.U. (2021). “Students' Professional Motivation Levels, Factors Affecting Their Motivation, and Their Views regarding Their Professions: A Vocational School of Health Services Example”. Journal of Educational Future, 19, 75-84. doi: 10.30786/jef.605861.
• 5. Amit-Aharon, A, Melnikov, S. and Warshawski, S. (2020). “The Effect of Evidence-Based Practice Perception, Information Literacy Self-Efficacy, and Academic Motivation on Nursing Students' Future Implementation of Evidence-Based Practice”. Journal of Professional Nursing, 36 (6), 497-502. doi: 10.1016/j.profnurs.2020.04.001.
• 6. Bandura, A. (1997). Efficacy: The Exercise of Control. Freeman.
• 7. Bierer, S.B, Prayson, R.A. and Dannefer, E.F. (2015). “Association of Research Self-Efficacy with Medical Student Career Interests, Specialization, and Scholarship: A Case Study”. Advances in Health Sciences Education, 20 (2), 339-354. doi: 10.1007/s10459-014-9531-7.
• 8. Robnett, R.D, Chemers, M.M. and Zurbriggen, E.L. (2015). “Longitudinal Associations among Undergraduates' Research Experience, Self‐Efficacy, and İdentity”. Journal of Research in Science Teaching, 52 (6), 847-867. doi: 10.1002/tea.21221.
• 9. Ommering, B.W, van Blankenstein, F.M, Waaijer, C.J. and Dekker, F.W. (2018). “Future Physician-Scientists: Could We Catch Them Young? Factors Influencing İntrinsic and Extrinsic Motivation for Research among First-Year Medical Students”. Perspectives on Medical Education, 7 (4), 248-255. doi: 10.1007/s40037-018-0440-y.
• 10. Yüner, B. (2020). “Investigation of the Relationship between Academic Self-Efficacy, Academic Motivation and Success: The Case of Prospective Teachers”. Çukurova University Faculty of Education Journal, 49 (2), 706-733. doi: 10.14812/cufej.698312.
• 11. Croy, G, Garvey, L, Willetts, G, Wheelahan, J. and Hood, K. (2020). “Anxiety, Flipped Approach and Self-Efficacy: Exploring Nursing Student Outcomes”. Nurse Education Today, 93, 104534. doi: 10.1016/j.nedt.2020.104534.
• 12. Bandura, A. (1994). “Self-efficacy”. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (Vol. 4, pp. 71-81). Academic Press. doi: 10.1111/1464-0597.00092.
• 13. Alemdağ, C, Öncü, E. and Yılmöaz, A.K. (2014). “Preservice Physical Education Teachers' Academic Motivation and Academic Self-Efficacy”. Hacettepe Journal of Sport Sciences, 25 (1), 23-35. doi: 10.1007/s10639-021-10591-3.
• 14. Regmi, K, and Jones, L. (2020). “A Systematic Review of the Factors-Enablers and Barriers-Affecting E-Learning in Health Sciences Education”. BMC Medical Education, 20 (1), 1-8. doi: 10.1186/s12909-020-02007-6.
• 15. Elmelid, A, Stickley, A, Lindblad, F, Schwab-Stone, M, Henrich, C.C. and Ruchkin, V. (2015). “Depressive Symptoms, Anxiety and Academic Motivation in Youth: Do Schools and Families Make a Difference?”. Journal of Adolescence, 45, 174-182. doi: 10.1016/j.adolescence.2015.08.003.
• 16. Malinauskiene, O, Vosylis, R. and Zukauskiene, R. (2011). “Longitudinal Examination of Relationships between Problem Behaviors and Academic Achievement in Young Adolescents”. Procedia Social and Behavioral Sciences, 15, 3415-3421. doi:10.1016/j.sbspro.2011.04.311.
• 17. Andrews, B. and Wilding, J.M. (2004). “The Relation of Depression and Anxiety to Life-Stress and Achievement in Students”. British Journal of Psychology, 95 (4), 509-521. doi: 10.1348/0007126042369802.
• 18. Vaezi, S. and Fallah, N. (2011). “The Relationship between Self-Efficacy and Stress among Iranian EFL Teachers”. Journal of Language Teaching and Research, 2 (5), 1168. doi:10.4304/jltr.2.5.1168-1174.
• 19. Mo, Y, Deng, L, Zhang, L, Lang, Q, Pang, H, Liao, C., ... et al. (2021). “Anxiety of Nurses to Support Wuhan in Fighting against COVID-19 Epidemic and Its Correlation with Work Stress and Self-Efficacy”. Journal of Clinical Nursing, 30 (3-4), 397-405. doi: 10.1111/jocn.15549.
• 20. Açıksöz, S, Uzun, Ş. and Arslan, F. (2016). “Assessment of Relationship between Nursing Students' Self-Efficacy and Levels of Their Anxiety and Stresse about Clinical Practice”. Gülhane Medical Journal, 58 (1), 129-135. doi: 10.5455/gulhane.169643.
• 21. Esra, M.E. and Sevilen, Ç. (2021). “Factors Influencing EFL Students’ Motivation in Online Learning: A Qualitative Case Study”. Journal of Educational Technology Online Learning, 4 (1), 11-22. doi: 10.31681/ jetol.817680
• 22. Kandemir, M. (2010). A Model Explaining Academic Procrastination Behaviour. Master's Thesis. Gazi University Institute of Educational Sciences, Ankara.
• 23. Acat, M.B. and Köşgeroğlu, N. (2006). “Motivation's .Resources and Problems Scale”. Anatolian Journal of Psychiatry, 7 (4), 204-210.
• 24. Spielberger, C.D. and Saroson, I.G. (1976). “Stress and Anxiety. The Series in Clinical and Community Psychology” (1st ed.). Hemisphere Publishing Corporation.
• 25. Öner, N. and Le Compte, A. (1983). “Süreksiz Durumluk/Sürekli Kaygı Envanteri El Kitabı (State / Trait Anxiety Inventory Handbook)” (1st ed.). Istanbul.
• 26. Baygeldi, M, Öztürk, G. and Dikkartın Övez, F.T. (2021). Online Learning Readiness and E-Learning Environments Motivation Levels of the Education Faculty Students in the Pandemic Outbreak. Electronic Turkish Studies, 16 (1), 285-311. doi: 10.7827/TurkishStudies.44485.
• 27. García-González, J, Ruqiong, W, Alarcon-Rodriguez, R, Requena-Mullor, M, Ding, C. and Ventura-Miranda, M.I. (2021). “Analysis of Anxiety Levels of Nursing Students Because of E-Learning during the Covid-19 Pandemic”. Healthcare, 9 (3), 252. doi: 10.3390/healthcare9030252.
• 28. Yovkov, L. (2020). “Motivation for Traditional Study And E-Learning of Desired and Undesired Specialties”. Anthropological Research Studies, 11 (10), 123-130. doi: 10.26758/10.1.13.
• 29. Fawaz, M. and Samaha, A. (2021). “E-Learning: Depression, Anxiety, and Stress Symptomatology among Lebanese University Students during COVID-19 Quarantine”. Nursing Forum, 56 (1), 52-57. doi: 10.1111/nuf.12521.
• 30. Savitsky, B, Findling, Y, Ereli, A. and Hendel, T. (2020). “Anxiety and Coping Strategies among Nursing Students during the Covid-19 Pandemic”. Nurse Education in Practice, 46, 102809. doi: 10.1016/j.nepr.2020.102809.
• 31. Zis, P, Artemiadis, A, Bargiotas, P, Nteveros, A. and Hadjigeorgiou, G.M. (2021). “Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students’ Burnout and Mental Health”. International Journal of Environmental Research and Public Health, 18 (1), 349. doi: 10.3390/ijerph18010349.
• 32. Khalaila, R. (2015). “The Relationship between Academic Self-Concept, Intrinsic Motivation, Test Anxiety, and Academic Achievement among Nursing Students: Mediating and Moderating Effects”. Nurse Education Today, 35 (3), 432-438. . doi: 10.1016/j.nedt.2014.11.001. 33. Smith, G.D. and Yang, F. (2017). “Stress, Resilience and Psychological Well-Being in Chinese Undergraduate Nursing Students”. Nurse Education Today, 49, 90-95. doi: 10.1016/j.nedt.2016.10.004.
• 34. Wang, J, Bu, L, Li, Y, Song, J. and Li, N. (2021). “The Mediating Effect of Academic Engagement between Psychological Capital and Academic Burnout among Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study”. Nurse Education Today, 102, 104938. doi: 10.1016/j.nedt.2021.104938.
• 35. Bandura, A. (2002). “Social Cognitive Theory in Cultural Context”. Applied Psychology, 51, 269-290. doi:10.1111/1464-0597.00092.
• 36. Zajacova, A, Lynch, S.M. and Espenshade, T.J. (2005). “Self-efficacy, Stress, and Academic Success in College”. Research in Higher Education, 46 (6), 677-706. doi: 10.1007/s11162-004-4139-z.
• 37. Chowdhury, M.S. and Shahabuddin, A.M. (2007). “Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students”. College Quarterly, 10 (1), 1-9.
• 38. Kim, M.S. and Yun, S.Y. (2015). “A Study on the Nursing Student with Academic Self-Efficacy, Motivation and Career Aspiration”. Indian Journal of Science and Technology, 8 (S1), 226-230. doi: 10.17485/ijst/2015/v8iS1/58764.
• 39. Bartimote-Aufflick, K, Bridgeman, A, Walker, R, Sharma, M. and Smith, L. (2016). “The Study, Evaluation, and Improvement of University Student Self-Efficacy”. Studies in Higher Education, 41 (11), 1918-1942. doi: 10.1080/03075079.2014.999319.
• 40. Mayar, F, Putra, F.W, Taufiq, M.A, Monia, F.A. and Kosassy, S.O. (2022). “Students’ Satisfaction and Learning Motivation toward Online Learning during the Covid-19 Pandemic”. AL-ISHLAH: Jurnal Pendidikan, 14 (3), 4045-4052. doi: 10.35445/alishlah.v14i3.2385.