The Relationship between Academic Self-Efficacy and Motivation in the Online Nursing Education Process: The Mediator Role of Anxiety

Year 2024, Volume: 13 Issue: 1, 119 - 127, 27.03.2024

Çiğdem Torun Kılıç , Bahar Candaş Altınbaş , Didem Sarımehmet , İlknur Buçan Kıkrbir

https://doi.org/10.37989/gumussagbil.1366820

Abstract

Online-learning has been adopted as an alternative learning method in Turkey during the coronavirus disease (COVID-19) quarantine to fill the gap left in academia due to the nationwide pandemic-related quarantine. The aim of the study is to examine the relationship between academic self-efficacy and motivation, as well as the mediator role of anxiety, in nursing students during online education. The sample of this cross-sectional, descriptive study consists of 534 nursing students. The study was conducted between June and August 2021 via Google Forms. PROCESS model was used to test the hypothesized model. The model was found to be significant, and academic self-efficacy explains 18.68% of the total change in motivation (R2=0.187; F=122,227; p=0.000). The relationship between academic self-efficacy and anxiety (β=-0.235), academic self-efficacy and motivation (β=0.432), anxiety and motivation (β=-0.200) was significant, respectively (p<0.05). It was determined that anxiety decreased the relationship between academic self-efficacy and motivation (ß=0.385, p<0.05) and it was a partial mediator (%95 CI [0.024; 0.073]). Consequently, anxiety played a partially mediator role in the relationship between self-efficacy and motivation among nursing students during the COVID-19 pandemic.

Keywords

Anxiety, COVID-19 pandemic, motivation, nursing student, self-efficacy

Çevrim İçi Hemşirelik Eğitimi Sürecinde Akademik Öz Yeterlilik ve Motivasyon Arasındaki İlişki: Kaygının Aracı Rolü

Abstract

Çevrimiçi öğrenme, koronavirüs hastalığı (COVID-19) karantinası sırasında Türkiye'de alternatif bir öğrenme yöntemi olarak benimsenmiş ve ülke çapında pandemiyle ilgili karantina nedeniyle akademide oluşan boşluğu doldurmak için kullanılmıştır. Çalışmanın amacı, çevrimiçi eğitim sırasında hemşirelik öğrencilerinde akademik öz yeterlilik ve motivasyon arasındaki ilişkide kaygının aracı rolünü incelemektir. Kesitsel ve tanımlayıcı özellikteki çalışmanın örneklemini 534 hemşirelik öğrencisi oluşturmaktadır. Çalışma Haziran-Ağustos 2021 tarihleri arasında Google Forms üzerinden yürütüldü. Hipotezlenen modeli test etmek için PROCESS modeli kullanıldı. Model anlamlı bulundu ve akademik öz yeterlilik, motivasyondaki toplam değişimin %18.68'ini açıkladığı (R2=0.187; F=122.227; p=0.000) belirlendi. Sırasıyla akademik öz-yeterlik ile kaygı
(β=-0.235), akademik öz-yeterlik ile motivasyon (β=0.432) ve kaygı ile motivasyon (β=-0.200) arasındaki ilişki anlamlı (p<0.05) olarak saptandı. Kaygının akademik öz-yeterlik ile motivasyon arasındaki ilişkiyi azalttığı (ß=0.385, p<0.05) ve kısmi aracı olduğu (%95 GA [0.024; 0.073]) belirlendi. Sonuç olarak anksiyete, COVID-19 pandemisi sırasında hemşirelik öğrencileri arasında öz yeterlilik ve motivasyon arasındaki ilişkide kısmen aracı bir rol oynamıştır.

Keywords

Anksiyete, COVID-19 pandemisi, hemşirelik öğrencisi, motivasyon, öz yeterlilik

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