The effect of sense of coherence on mindful attention awareness and academic self-efficacy in nursing students

This research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students.

The study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study.

In the study, the mean SOC score of the nursing students was 49.95 ± 10.30, the mean MAAS score was 56.57 ± 12.41 and the mean ASES score was 16.13 ± 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p < 0.05). 36.4% of students' SOC scores are explained by MAAS and ASES. In our study, it was determined that the Grade point average (GPA) had a statistical effect on the SOC score. The interactions between GPA and choosing the nursing profession were found to be statistically significant (p < 0.001).

As a result of the study, the student's sense of coherence, mindful attention awareness and academic self-efficacy scores were obtained at a moderate level. While there was a positive relationship between sense of coherence and GPA, there was a negative relationship between sense of coherence and academic self-efficacy. It can be recommended to plan interventions that will increase academic self-efficacy and to make plans so that students can realize and develop their own abilities in the university environment.