ArticleBMC nursing2024
The mediating role of self-directed learning ability in the impact of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students.
Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Impact of Gamified Infection Control Education on Cognitive Achievement, Academic Self-Efficacy and Learning Motivation in Nursing Students: A Randomized Controlled Trial in Turkiye.International journal of nursing practice · 2026Trial
- Systematic Review of Artificial Intelligence in Positive and Existential Psychiatry: Advancing Mental and Emotional Health Through Metacompetency Development.Healthcare (Basel, Switzerland) · 2026Review
- The impact of DeepSeek's perceived interactivity on medical students' self-directed learning ability.Scientific reports · 2026Article
- Emotional intelligence and self-regulated learning: psychological pathways to student engagement and academic performance.Frontiers in psychology · 2026Review
- Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
purposeThis study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could be a theoretical reference for formulating metacognitive awareness intervention strategies specifically designed for nursing students.
methodThrough stratified sampling, 600 nursing students were recruited from two universities in China. Data collection involved five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was utilized to test the measurement model, while structural equation modeling utilized multiple indices to assess model fit. Bootstrapping was conducted to analyze total, direct, and indirect effects.
resultsAll study variables differed significantly according to age and year level (p < 0.01). Metacognitive awareness positively correlated with the educational environment, learning motivation, emotional intelligence, and self-directed learning ability ( r = 0.493-0.729; all p < 0.01). The test of the measurement model shows good reliability and validity. The model depicting factors influencing metacognitive awareness demonstrated a good fit (χ
conclusionMetacognitive awareness in nursing students rises with age and year level. Females exhibit more potent self-directed learning abilities than males. Educational environment, motivation, and emotional intelligence indirectly influence metacognitive awareness via self-directed learning ability. This finding has enriched the ways and perspectives of metacognitive awareness training for nursing students.
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