Role of learning approach in the goal orientation and self-directed learning readiness of nursing students / Adrian M. Lawsin

One of the goals of nursing education is to develop competent nurses who are highly self-directed in order to cope  and respond to the rigors and challenges of the nursing profession; hence, the importance of self-directed learning in nursing education. Although self-direction in learning among nursing students has been known to be influenced by motivational orientations, which consequently impacts the students' approach to learning, it is still unclear how learning approach (surface and deep) plays a theoretical role between achievement goal orientation ( mastery and performance) and self-directed  learning readiness. This study determined whether learning approach mediates the link between achievement  goal orientation and self-directed learning readiness among nursing students. A total of 104 nursing students in their first year of nursing education from three nursing colleges were surveyed. Path diagram and model data-fit analyses using structural equation modeling were used in determining the direct and indirect effects of achievement goal orientation on self-directed learning readiness, controlling for learning approach as a mediating variable. Structural equation models confirmed the direct and indirect effects of mastery approach and performance approach goal orientations on self-directed learning readiness when deep approach to learning was controlled as a mediator. Specifically, deep approach to learning played a partially mediating role between the identified achievement goal orientations and self-directed learning readiness. Surface approach to learning, on the other hand, did not satisfy the causal relationship criterion required for mediation analysis as statistical evidence showed that it did not have a significant relationship with achievement goal orientation. Nonetheless, a good data-fit was identified in the hypothesized mediation model involving deep approach to learning. The findings of the study have important practical and theoretical implications which may serve as an impetus towards fostering self-direction and positive characteristics in learning among first year nursing students through the continuous assessmentand  improvement of the nursing curricula. 

Nursing.