Spotlighting the Atychiphobia among nursing Students: the role of online self-efficacy and self-regulated learning

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-05-14 DOI:10.1016/j.nedt.2025.106781

Asmaa Ahmed Ibrahim Morsy , Mohamed Hussein Ramadan Atta , Mahmoud Ahmed Elsheikh , Yasmeen Mohamed Mohamed Shehata

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引用次数: 0

Abstract

Background

Online learning has become an essential component of nursing education, necessitating strong self-regulation and confidence in digital environments. However, psychological barriers such as atychiphobia (fear of failure) can hinder academic success.

Objective

This study examines the relationships between Online Self-Efficacy, Self-Regulated Learning, and atychiphobia among nursing students and explores the mediating role of OSE in the association between SRL and atychiphobia.

Methods

A cross-sectional study was conducted among 500 nursing students. Data were collected using validated scales measuring OSE, SRL, and atychiphobia. Pearson correlation and mediation analyses were performed to assess direct, indirect, and total effects.

Results

The findings indicate a significant positive correlation between OSE and SRL (r = 0.549, p < .01) and a moderate negative correlation between OSE and atychiphobia (r = −0.258, p < .01). Similarly, SRL was negatively correlated with atychiphobia (r = −0.232, p < .01). Mediation analysis revealed that OSE significantly mediated the relationship between SRL and atychiphobia, strengthening their negative association (indirect effect = −3.503, p < .001).

Conclusion

Enhancing online self-efficacy plays a pivotal role in improving self-regulated learning and mitigating atychiphobia among nursing students. Educational strategies should focus on fostering digital confidence and self-regulation skills to optimize students' academic performance in online learning environments.

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关注护生无掌恐惧症：网络自我效能感与自我调节学习的作用

在线学习已成为护理教育的重要组成部分，需要在数字环境中有很强的自我调节和信心。然而，心理障碍，如恐无症（害怕失败）会阻碍学业成功。目的探讨护生网络自我效能感、自我调节学习与恐无的关系，并探讨网络自我效能感在网络自我效能感与恐无之间的中介作用。方法对500名护理专业学生进行横断面调查。数据收集使用有效的量表测量OSE， SRL和无恐症。采用Pearson相关分析和中介分析来评估直接、间接和总影响。结果OSE与SRL呈显著正相关(r = 0.549, p <；.01)， OSE与恐无中度负相关(r = - 0.258, p <；. 01)。同样，SRL与恐无呈负相关(r = - 0.232, p <；. 01)。中介分析显示，OSE显著介导了SRL与无恐症的关系，强化了两者的负相关关系(间接效应= - 3.503,p <；措施)。结论提高网络自我效能感对提高护生自我调节学习水平、缓解恐无具有重要作用。教育策略应侧重于培养数字自信和自我调节技能，以优化学生在在线学习环境中的学习成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.