Evidence map›Paper›PMID 39285393›Full record

ArticleBMC medical education2024

The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement.

Liqin Zou, Zhiquan Xie, Meichun Tan, Qiyun Ou, Mingsheng Liao

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Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.

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21citing papers in PubMed
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

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3 · Its place in the literature

Who cites it

21 citing papers in PubMed.

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4 · The record

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5 · Who and what money

Authors and funding

5 authors.

Liqin ZouSchool of Public Health, Zhaoqing Medical College, Zhaoqing City, Guangdong Province, China. zouliqin@zqmc.edu.cn.
Zhiquan XieSchool of Public Health, Zhaoqing Medical College, Zhaoqing City, Guangdong Province, China.
Meichun TanSchool of Nursing, Jiangxi University of Science and Technology, Nanchang City, Jiangxi Province, China.
Qiyun OuDean's Office, Guangdong Jiangmen Chinese Medical College, Jiangmen City, Guangdong Province, China.
Mingsheng LiaoYouth League committee, Zhaoqing Medical College, Zhaoqing City, Guangdong Province, China. Mingsheng111035@163.com.

Funding

Guangdong Provincial Development and Reform Commission No. JXJYGC2021BY0157Guangdong Provincial Education and Teaching Planning Project No. 2022GXJK651Guangdong Provincial Medical and Health Education Guidance Committee Project No.: 2021LX062Zhaoqing Science and Technology Bureau Project of Guangdong Province No.2023040316043
6 · The paper itself

Abstract

backgroundExploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students' self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship.

methodsA total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques.

results(1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P < 0.01), and the direct path of professional identity on academic achievement was significant (β = 0.301, t = 19.816, P < 0.001). (2) Professional identity positively predicted general self-efficacy(GSE) (β = 0.183, t = 16.427, P < 0.001) and learning engagement(LE) (β = 0.640, t = 22.494, P < 0.001). GSE positively predicted LE(β = 0.645, t = 9.320, P < 0.001) and AA(β = 0.458, t = 12.376, P < 0.001). LE positively predicted AA (β = 0.169, t = 10.877, P < 0.001). (3) GSE and LE play a significant mediating role between PI and AA. The mediating effect includes three paths: PI→GSE→AA(the mediating effect value: 0.084) and PI→LE→AA (the mediating effect value: 0.108). PI→GSE→LE→AA (the mediating effect value: 0.020).

conclusionProfessional identity exerts both direct and indirect influences on the academic achievement of nursing students, mediated through general self-efficacy and learning engagement. These findings underscore the importance of nurturing professional identity as a strategic approach to enhancing academic success in nursing education, providing a foundation for targeted interventions that foster personal and academic growth.

Indexed as

Academic SuccessSelf EfficacySocial IdentificationStudents, NursingAdultChinaEducation, Nursing, BaccalaureateFemaleHumansLearningMaleMotivationSurveys and QuestionnairesYoung AdultAcademic achievementGeneral Self-EfficacyLearning EngagementMediation analysisNursing psychologyProfessional Identity

Identifiers

PMID39285393
PMCPMC11406816

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LicenceCC BY-NC-ND
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.