成就动机和一般自我效能感对本科护生自我导向学习能力的影响

摘要

目的：了解成就动机和一般自我效能感对本科护生自我导向学习能力的影响，为提高护生的自我导向学习能力提供依据。方法：采用方便抽样的方法，运用成就动机量表、一般自我效能感量表和自我导向学习能力量表对大二本科护生进行问卷调查。结果：一般自我效能感和Ms与自我导向学习能力呈低度正相关。Maf与学习动机、自我监控、自我导向学习能力呈微弱负相关。一般自我效能感和Ms对护生自我导向学习能力的解释量为30.6%。结论：一般自我效能感觉和成就动机是护生自我导向学习能力的预测因素，通过提高护生的一般自我效能感和成就动机可以提高护生的自我导向学习能力，从而培养护生的终身学习能力。%Objective:To investigate the impact of achievement motives and general self-efficacy on the self-directed learning ability of undergraduate nursing students, and provide reference for enhancing the abilities of the self-directed learning of undergraduate nursing students. Methods:Sophomore nursing undergraduate students were investigated with the self-directed learning instrument (SDLI), achievement motives scale and general self-efficacy scale by convenience sampling. Results:There is low positive correlation between general self-efficacy, Ms of achievement motives and the ability of the self-directed learning. Ms of achievement motives has low negative correlation with learning motivation, self monitoring and self-directed learning ability. 30.6% of the self-directed learning ability of nursing students could explain by general self-efficacy and Ms of achievement motives. Conclusion:General self-efficacy and Ms of achievement motives are predictive factors for self-directed learning ability. To enhance General self-efficacy and improve achievement motives can advance the abilities of the self-directed learning of undergraduate nursing students, and cultivate the ability of life-long learning of nursing students.