A structural equation model of psychological capital, self-directed learning, and learned helplessness: Implications...

Postgraduate nursing students face complex academic-clinical integration challenges that may precipitate learned helplessness and impede professional development. The mechanisms through which psychological capital and self-directed learning influence learned helplessness in nursing education remain incompletely characterized.

This study aimed to (1) evaluate the prevalence and determinants of learned helplessness among postgraduate nursing students, and (2) analyze the mediating pathways between psychological capital and learned helplessness through self-directed learning components.

Multiple academic medical centers and affiliated teaching hospitals across Chinese provinces.

Conducted across multiple universities and hospitals in various provinces of China.

Full-time and part-time postgraduate nursing students and clinical nurses with completed postgraduate degrees were recruited between September and October 2024.

Validated instruments assessed psychological capital (PCQ-24), self-directed learning (SRSSDL), and learned helplessness (LHQ). Analyses included descriptive statistics, stepwise regression, and structural equation modeling with 5000-sample bootstrapping to evaluate cognitive and interpersonal mediation pathways.

Participants demonstrated moderate-to-high learned helplessness (41.86 ± 14.03). Multiple regression analysis identified four significant protective factors: higher levels of hope (β = -0.29), enhanced learning awareness (β = -0.20), stronger professional identity (β = 0.23), and supportive mentor communication styles (β = 0.23) (all P < 0.01). In the mediation analysis, cognitive self-directed learning accounted for 81.8 % of the psychological capital-learned helplessness relationship, while interpersonal relationships mediated 23.4 %.

Psychological capital significantly reduces learned helplessness through dual pathways, primarily through cognitive self-directed learning and secondarily through interpersonal relationships. Educational interventions should adopt a comprehensive approach: (1) implementing psychological capital training programs incorporating resilience workshops and reflective practices, (2) transitioning to competency-based, self-directed learning models, and (3) establishing adaptive mentorship frameworks that prioritize supportive communication styles. These evidence-based strategies could effectively mitigate learned helplessness and enhance academic success among postgraduate nursing students.