高职院校护理专业学生网络学习态度与网络学习行为链式中介模型构建

doi:10.3760/cma.j.cn115259-20220704-00856

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (5): 351-355.DOI: 10.3760/cma.j.cn115259-20220704-00856

高职院校护理专业学生网络学习态度与网络学习行为链式中介模型构建

刘遥¹, 陈冬², 杨谱³, 张玉环³, 梁晓宇³, 刘羽齐³, 牛启超³, 尤琦⁴

¹哈尔滨医科大学附属肿瘤医院健康管理中心,哈尔滨 150000;
²黑龙江省护理高等专科学校老年护理教研室,哈尔滨 150000;
³哈尔滨医科大学附属第二医院学生科,哈尔滨 150000;
⁴哈尔滨医科大学附属肿瘤医院胃肠外科一病房,哈尔滨 150000

收稿日期:2022-07-04 出版日期:2023-05-01 发布日期:2023-05-05
通讯作者: 尤琦, Email: Youqi318@126.com
基金资助:
黑龙江省教育科学“十三五”规划2019年度重点课题(GJB1319087);国家学位与研究生教育研究课题(B3-YX20190301-01);黑龙江省高等教育教学改革工程立项(SJGY20210547)

The influence of nursing students' e-learning attitude on e-learning behavior: the chain mediating effect of initiative personality and self-efficacy of e-learning

Liu Yao¹, Chen Dong², Yang Pu³, Zhang Yuhuan³, Liang Xiaoyu³, Liu Yuqi³, Niu Qichao³,You qi⁴

¹Health Management Center, Harbin Medical University Cancer Hospital, Harbin 150000, China;
²Elderly Nursing Teaching and Research Office of Heilongjiang Provincial Nursing College, Harbin 150000, China;
³Student Department of the Second Affiliated Hospital of Harbin Medical University, Harbin 150000, China;
⁴Gastrointestinal Surgery Ward 1, Harbin Medical University Cancer Hospital, Harbin 150000, China

Received:2022-07-04 Online:2023-05-01 Published:2023-05-05
Contact: You Qi, Email: Youqi318@126.com
Supported by:
The 2019 Key Project of the 13th Five-Year Plan of Education Science in Heilongjiang Province (GJB1319087); National Academic Degree and Postgraduate Education Research Project(B3-YX20190301-01); Heilongjiang Higher Education Teaching Reform Project(SJGY20210547)

摘要/Abstract

摘要： 目的探究高职院校护理专业学生网络学习态度与网络学习行为的关系以及主动性人格和网络学习自我效能感的中介作用。方法 2021年12月采用便利抽样法选取黑龙江省某高职院校978名护理专业学生为研究对象。采用主动性人格量表、网络学习自我效能感问卷、网络学习态度问卷和网络学习行为现状,分析数据并构建结构方程模型。结果学生主动性人格、网络学习自我效能感、网络学习态度和网络学习行为得分分别为(57.65±12.52)分、(31.94±9.74)分、(32.87±10.49)分和(74.78±12.10)分,各变量间均呈正相关(r=0.437~0.618,均P<0.001)。网络学习态度对网络学习行为起直接正向作用(β=0.263,P<0.001),直接效应占总效应的45.90%。主动性人格、网络学习自我效能分别在网络学习态度与网络学习行为之间起间接正向作用(β=0.231、0.052,均P<0.001),主动性人格联合网络学习自我效能在网络学习态度与网络学习行为之间起间接正向作用(β=0.027,P<0.001),3个间接效应依次占总效应40.31%、9.08%、4.71%,总间接效应β值为0.310,占总效应的54.10%。结论网络学习态度可以直接影响网络学习行为,也可以通过主动性人格、网络学习自我效能感间接影响学生网络学习行为。护理教育者可通过树立正确的网络学习态度,多途径帮助学生建立主动性人格,提升其网络学习自我效能,改善网络学习行为。

关键词: 护理学, 主动性人格, 网络学习自我效能感, 网络学习态度, 网络学习行为

Abstract: Objective To explore the mediating role of initiative personality and online learning self-efficacy between online learning attitude and online learning behavior of higher vocational nursing students. Methods In December 2021, 978 nursing students from a higher vocational college in Heilongjiang Province were selected by convenient sampling method, and a cross-sectional study was conducted. The general information questionnaire, initiative personality scale, online learning self-efficacy questionnaire, online learning attitude questionnaire and online learning behavior questionnaire were used to investigate the status quo and action path of higher vocational nursing students in terms of initiative personality, online learning self-efficacy, online learning attitude and online learning behavior. The data were analyzed and the structural equation model was constructed. Results The scores of students' proactive personality, online learning self-efficacy, online learning attitude, and online learning behavior were (57.65±12.52), (31.94±9.74), (32.87±10.49), and (74.78±12.10), respectively, with positive correlations among the variables (r=0.437-0.618, all P<0.001). Online learning attitude played a direct positive effect on online learning behavior (β=0.263, P<0.001), and the direct effect accounted for 45.90% of the total effect. Proactive personality and online learning self-efficacy played indirect positive effects between online learning attitude and online learning behavior, respectively (β=0.231, 0.052, both P<0.001), and proactive personality combined with online learning self-efficacy played indirect positive effects between online learning attitude and online learning behavior (β=0.027, P<0.001), and the three indirect effects accounted for the total effect in turn effect of 40.31%, 9.08%, and 4.71%, with a total indirect effect of 0.310, accounting for 54.10% of the total effect. Conclusions The online learning attitude can not only promote the online learning behavior of nursing students through the mediation of initiative personality and online learning self-efficacy, but also have an important influence on the online learning behavior of nursing students through the chain mediation of initiative personality and online learning self-efficacy.

Key words: Nursing, Proactive personality, Online learning self-efficacy, Online learning attitude, Online learning behavior

中图分类号:

刘遥, 陈冬, 杨谱, 张玉环, 梁晓宇, 刘羽齐, 牛启超, 尤琦. 高职院校护理专业学生网络学习态度与网络学习行为链式中介模型构建[J]. 中华医学教育杂志, 2023, 43(5): 351-355.

Liu Yao, Chen Dong, Yang Pu, Zhang Yuhuan, Liang Xiaoyu, Liu Yuqi, Niu Qichao,You qi. The influence of nursing students' e-learning attitude on e-learning behavior: the chain mediating effect of initiative personality and self-efficacy of e-learning[J]. Chinese Journal of Medical Education, 2023, 43(5): 351-355.

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高职院校护理专业学生网络学习态度与网络学习行为链式中介模型构建

The influence of nursing students' e-learning attitude on e-learning behavior: the chain mediating effect of initiative personality and self-efficacy of e-learning

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