Relation between Self-Regulated Learning Skills and Academic Achievement among Nursing Students
Main Article Content
Abstract
Background: Self-regulated learning is evidently one of the most vital competencies for the twenty-first century and has been noted as an evident key for long life learning process to enhance nursing students' success. The aim of the present study was to assess the relationship between self-regulated learning skills and academic achievement among nursing students in clinical nursing administration course.
Design: A descriptive design was utilized in this study.
Setting: this study was conducted at the faculty of nursing, Zagazig University. The sample included 82 nursing students in the fourth academic year, who studied nursing administration course. Tools of data collection: Two tools were used for data collection; Self-regulated learning Questionnaire and students' academic achievement practical test. Results: the nursing students had a moderate self-regulated learning skill level (61%), and the learning strategy domain was a high total mean scores in self-regulated strategies domains (79.42±15.25) .As well as, the nursing students had good academic level in all practical units of nursing administration course.
Conclusion: nursing students' self-regulated learning positively correlated with academic achievement.
Recommendation: providing cooperative training programs to nursing students to enhance their self-regulated learning skills and academic achievement in clinical nursing administration course.