在初学者护理学生中学术倒:了解自我控制,阿提奇恐怖症和学习的无助感的相互作用
Samah Mohamed Taha1, Elham Hassan Tawfik2,3, Eman Sameh Abd Elhay4
1Nursing Department, Alnahda College, Riyadh, Kingdom of Saudi Arabia.
SAGE open nursing
|December 11, 2025
概括
自制保护护理学生免受学术失败,通过减少学到的无助感和失败恐惧. 加强自我调节和重新定义失败评估可以提高学生的弹性.
科学领域:
- 心理学科学 心理学科学
- 护理教育研究 护理教育研究
背景情况:
- 学术失败,其特点是相对于能力的表现不佳,是护理教育的一个重要问题.
- 心理因素包括自我控制,害怕失败 (atychiphobia) 和学会的无助感,这些因素也存在,但未被充分研究.
- 了解这些心理基础对于解决护理学生学术挑战至关重要.
研究的目的:
- 研究自我控制,失败恐惧和学会的无助感之间的相互关系.
- 为了检查这些关系,特别是在一年级护理学生体验学术.
- 确定导致这一群体学业表现不佳的心理因素.
主要方法:
- 这是一项涉及两所埃及大学370名一年级护理学生的横截面探索性研究.
- 使用了经过验证的阿拉伯版本的绩效失败评估库存 (PFAI),学习无助度量 (LHS) 和简短的自我控制度量 (BSCS).
- 采用皮尔森相关性,ANOVA,t测试和路径分析来检查变量关系和影响.
主要成果:
- 在自我控制和学会的无助感之间发现了显著的负相关性 (r = -0.235,p < .001).
- 路径分析表明,自我控制直接减少了学习的无助感 (β = -0.097,p = .005),并间接地通过减轻负面失败评估 (β = -0.533,p < .001).
- 增加学习时间和学术旅行计划与更好的心理结果有关.
结论:
- 自制是对护理学生学习的无助感的关键保护因素.
- 针对自我调节技能和失败的认知重构的干预措施可以打击学术.
- 培养新手护理学生的弹性需要解决影响学业成绩的心理因素.
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