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。
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.
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