Examining the reliability and validity of a self-regulated learning strategy scale for undergraduate nursing students...

Self-regulated learning in higher education has increasingly attracted attention in recent years. This study involved a survey of nursing students using an originally developed tool called the Self-regulated Learning Strategy Scale for Undergraduate Nursing Students (SRLSS-NS).

We aimed to elucidate factors relating to the promotion of self-regulated learning while confirming the reliability and validity of the novel scale.

A cross-sectional survey design was adopted.

School of Health Science, Faculty of Medicine.

Participants included first- to fourth-year undergraduate nursing students.

Descriptive statistics were used to ascertain participant characteristics. We confirmed the criterion-related validity of the survey through exploratory factor analysis and Pearson's product-moment coefficient with external criteria. Reliability was calculated using Cronbach's α coefficient. To examine stability, we confirmed the correlation between the first and second surveys. Multiple regression analysis was performed using the SRLSS-NS score as the objective variable and basic attributes/individual factors, learning-related factors, and cognitive factors as explanatory variables. The statistical significance level was defined as 5 %.

The scale consisted of 12 items related to three factors-construct validity, internal consistency, and stability-which were confirmed. Regarding factors related to the SRLS of undergraduate nursing students, the SRLSS-NS score was greater for items such as, "I feel that university education gives me confidence in learning" (β = 0.255, p < 0.001), "I like/find interest in things I am learning" (β = 0.228, p < 0.001), "I feel that university education teaches me how to learn" (β = 0.198, p = 0.003), and "Self-esteem as a professional" (β = 0.143, p = 0.023).

As more efforts are made to improve undergraduate nursing students' SRLS, the importance of education for increasing confidence, promoting intrinsic motivation, teaching learning methods, and fostering occupational identity is emphasized.