The mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates

doi:10.3760/cma.j.cn115259-20230927-00312

Abstract

Abstract: Objective To understand the mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates. Methods A total of 570 nursing undergraduates in three provincial medical colleges were recruited by random sampling and investigated by using the Chinese version of the perceived stress scale, the overall well-being scale and the academic self-efficacy scale. The mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates was tested by Bootstrap. Results The scores of perceived stress, overall well-being and academic self-efficacy of nursing undergraduates were (18.20±8.04), (87.68±11.91) and (82.15±16.70). Perceived stress was significantly negatively correlated with overall well-being and academic self-efficacy(all P＜0.001). There was a significant positive correlation between overall well-being and academic self-efficacy. The perceived stress was mediated between overall well-being and academic self-efficacy. The direct and indirect effects of perceived stress on academic self-efficacy were 0.404 (P＜0.001) and 0.271 (P＜0.001), respectively. The mediating effect of perceived stress accounted for 40.15% of the total effect. Conclusions The perceived stress was partially mediated between overall well-being and academic self-efficacy. In order to strengthen nursing undergraduates' academic self-efficacy, educators should take a variety of measures to improve students' overall well-being, and reduce their perceived stress.

Key words: Nursing, Undergraduates, Perceived stress, Well-being, Self-efficacy

CLC Number:

R-05

Wang Yunan, Huai Panpan, Li Yao, Jin Ji, Hao Pei, Liu Zhaoyi. The mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates[J]. Chinese Journal of Medical Education, 2024, 44(12): 910-914.

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