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Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions

BACKGROUND: Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership—as a strategy to develop the learning process—promotes students’ self-leadership, which, in...

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Autores principales: Park, Hye-Ja, Kim, Sunki
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333565/
https://www.ncbi.nlm.nih.gov/pubmed/37441377
http://dx.doi.org/10.1016/j.heliyon.2023.e17416
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author Park, Hye-Ja
Kim, Sunki
author_facet Park, Hye-Ja
Kim, Sunki
author_sort Park, Hye-Ja
collection PubMed
description BACKGROUND: Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership—as a strategy to develop the learning process—promotes students’ self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic. OBJECTIVES: To determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability. DESIGN: This study was conducted using a quantitative mediation analysis design. PARTICIPANTS: One hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program. METHODS: Participants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method. RESULTS: Self-directed learning ability was correlated with perceived super-leadership (r = .47, p < .001), self-leadership (r = 0.69, p < .001), and academic self-efficacy (r = 0.29, p < .001). Super-leadership influenced self-leadership (β = 0.42, p < .001), academic self-efficacy (β = 0.22, p = .002), and self-directed learning ability (β = 0.36, p < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability (β = .42, p < .001; β = 0.35, p < .001) (z = 1.936, p = .026 by Sobel test). CONCLUSION: Learning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students.
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spelling pubmed-103335652023-07-12 Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions Park, Hye-Ja Kim, Sunki Heliyon Research Article BACKGROUND: Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership—as a strategy to develop the learning process—promotes students’ self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic. OBJECTIVES: To determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability. DESIGN: This study was conducted using a quantitative mediation analysis design. PARTICIPANTS: One hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program. METHODS: Participants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method. RESULTS: Self-directed learning ability was correlated with perceived super-leadership (r = .47, p < .001), self-leadership (r = 0.69, p < .001), and academic self-efficacy (r = 0.29, p < .001). Super-leadership influenced self-leadership (β = 0.42, p < .001), academic self-efficacy (β = 0.22, p = .002), and self-directed learning ability (β = 0.36, p < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability (β = .42, p < .001; β = 0.35, p < .001) (z = 1.936, p = .026 by Sobel test). CONCLUSION: Learning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students. Elsevier 2023-06-19 /pmc/articles/PMC10333565/ /pubmed/37441377 http://dx.doi.org/10.1016/j.heliyon.2023.e17416 Text en © 2023 The Authors https://creativecommons.org/licenses/by/4.0/This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Research Article
Park, Hye-Ja
Kim, Sunki
Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title_full Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title_fullStr Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title_full_unstemmed Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title_short Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions
title_sort relationship between super-leadership and self-directed learning ability in online nursing education: the mediating effects of self-leadership and self-efficacy perceptions
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333565/
https://www.ncbi.nlm.nih.gov/pubmed/37441377
http://dx.doi.org/10.1016/j.heliyon.2023.e17416
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