THE RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY, SELF-REGULATED LEARNING, AND NURSING PRACTICE READINESS AMONG UNDERGRADUATE NURSING STUDENTS: A CROSS-SECTIONAL STUDY

Abstract

This study explored the relationships among academic self-efficacy, self-regulated learning, and nursing practice readiness in undergraduate nursing students in Jordan. A total of 422 students from several universities completed a questionnaire covering their backgrounds, academic self-efficacy, self-regulated learning, and readiness for nursing practice. The analysis used descriptive statistics, correlations, t-tests, ANOVA, regression, and mediation analysis. Most students reported moderate levels of academic self-efficacy (51.2%), self-regulated learning (54.7%), and nursing practice readiness (53.1%). Nursing practice readiness was positively associated with both academic self-efficacy (r(420) = .61, p < .001) and self-regulated learning (r(420) = .64, p < .001). The regression model predicted nursing practice readiness well, F(9, 412) = 62.81, p < .001, explaining 58% of the variance. Self-regulated learning (β = .42, p < .001) and academic self-efficacy (β = .36, p < .001) were the strongest predictors. Mediation analysis showed a significant indirect effect through self-regulated learning, B = 0.23, 95% CI [0.16, 0.31]. These results suggest that educational psychology factors are closely tied to nursing practice readiness and should guide support strategies in nursing education.