中国护理学生的学术自我概念和在线课程中的深度学习:心理资本是否起到调节作用?
Siai Zhang1, Bingyan Zhao2, Xuejiao Li2
1Cardiac Intensive Care Unit (CICU), Meizhou People's Hospital (Meizhou Academy of Medical Sciences), Meizhou, Guangdong province, China.
Heliyon
|August 20, 2024
概括
心理资本 (PC) 在在线护理教育中增强了学术自我概念 (AS-c) 和深度学习 (DL) 之间的联系. 高PC可以增强AS-cc.
科学领域:
- 在线教育在线教育.
- 护理教育 护理教育
- 教育心理学教育心理学
背景情况:
- 在线教育对护理学生至关重要,但往往缺乏有效性.
- 深度学习 (DL) 有助于解决复杂的问题,但其在护理学生中的机制尚未得到充分探索.
- 心理资本 (PC) 可能会影响学术自我概念 (AS-c) 和DL之间的关系.
研究的目的:
- 调查PC对在线课程中中国护理学生中AS-c和DL关联的缓解作用.
- 探索影响护理数字教育环境中的深度学习的因素.
主要方法:
- 在中国四所大学的635名护理学生中进行的一项调查 (2022年10月至2023年1月).
- 使用便利抽样,并通过AS-c,PC和DL尺度收集数据.
- 使用相关性,单变量,多重线性回归分析,以及用于数据分析的PROCESS宏.
主要成果:
- 在DL和AS-c (r=0.766,P<0.01) 和PC (r=0.714,P<0.01) 之间发现了显著的正相关性.
- PC显示有缓解作用,增强了AS-c对DL的积极影响,特别是在较高的PC水平下.
- 与中或低PC水平相比,AS-c对DL的影响在高PC水平的学生中明显更强.
结论:
- 心理资本在加强在线环境中护理学生的深度学习方面发挥着至关重要的作用.
- 学术自我概念对深度学习的积极影响被心理资本放大.
- 这些发现为促进在线护理教育中的深度学习提供了理论和实践意义.
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