Academic achievement among undergraduate nursing students: the development and test of a causal model.
This article tested relationships among variables depicted in a causal learning model of academic achievement developed by the authors. The Learning and Study Skills (LASSI), Life Experience Survey (LES), and ASSET test were administered to 134 first-semester nursing students at a 2-year community college. The path analysis supported 11 of the 14 pathways tested. Language ability, reading ability, and self-efficacy were found to be direct effects on academic achievement. When self-efficacy was the criterion, students' language ability, math ability, motivation, and concentration and preparation for class were direct effects. Life stress, motivation, and self-monitoring/use of study strategies were found to be direct effects on students' concentration and preparation for class. In turn, when the ability to self-monitor and use study strategies was the criterion, motivation was the only direct effect. Overall, the model explained 46% of the variance in academic achievement.
Chacko
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Des Moines Area Community College, Boone, Iowa 50036.
Huba
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D000328:Adult; D001288:Attention; D015984:Causality; D004522:Educational Status; D006801:Humans; D007858:Learning; D008016:Life Change Events; D008960:Models, Psychological; D009042:Motivation; D015402:Nursing Education Research; D012649:Self Concept; D013338:Students, Nursing / Q000523:psychology*