Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach

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• 作者：Yenna Salamonson^a ; ¹ ; ^{y.salamonson@uws.edu.au" class="auth_mail" title="E-mail the corresponding author} ; Lucie M. Ramjan^a ; ¹ ; ^{l.ramjan@uws.edu.au" class="auth_mail" title="E-mail the corresponding author} ; Simon van den Nieuwenhuizen^a ; ^{S.VanDenNieuwenhuizen@uws.edu.au" class="auth_mail" title="E-mail the corresponding author} ; Lauren Metcalfe^a ; ¹ ; ^{l.metcalfe@uws.edu.au" class="auth_mail" title="E-mail the corresponding author} ; Sungwon Chang^b ; ^{Sungwon.Chang@uts.edu.au" class="auth_mail" title="E-mail the corresponding author} ; Bronwyn Everett^a ; ^c ; ¹ ; ^{bronwyn.everett@sswahs.nsw.gov.au" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Sense of coherence ; Academic performance ; Learning strategies ; Self-regulated learning ; Cluster analysis ; Survey design
• 刊名：Nurse Education in Practice
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：17
• 期：Complete
• 页码：208-213
• 全文大小：967 K

文摘

This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale – comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy – elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students’ successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance.