ArticleBMC nursing2025
Academic and non-academic psychological determinants of nursing students' achievement: structural equation modelling.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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7 authors.
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Abstract
backgroundNursing students often face challenges balancing personal pursuits with academic demands, which can hinder learning outcomes and impact psychological well-being. Previous studies have focused primarily on certain aspects of academic or non-academic factors influencing nursing student achievement; however, the combined and interactive effects of these factors remain underexplored.
aimThis study aimed to explore the academic and non-academic psychological factors that influence nursing students' achievement.
methodsAn analytical cross-sectional design was conducted using a stratified random sample of 421 nursing students at the College of Nursing. Data were collected through self-administered questionnaires. Pearson correlations and path analysis were used to explore the variables' relationships.
resultsThe model demonstrated good fit: Chi-square (χ2) = 0.71.5, p < .55, NFI = 0.967, RFI = 0.945, CFI = 0.992, and RMSEA = 0.028. Academic motivation(β = 0.30), well-being (β = 0.19), social support (β = 0.17), task performance (β = 0.13), self-esteem (β = 0.06), and study hours (β = 0.06) were the strongest positive predictors of Grade Point Average (GPA). Conversely, academic anxiety (β=-0.10) and negative affect (β=-0.07) were significant negative predictors. The findings also reveal a pattern of associations between key psychological resources and a range of academic and personal outcomes. Specifically, academic motivation and social support are both positively associated with a broad spectrum of adaptive outcomes, including measures of well-being, life satisfaction, self-esteem, self-efficacy, positive emotions, resilience, and performance (task performance, study hours). Moreover, both constructs are inversely associated with maladaptive states, such as academic anxiety and negative affect.
conclusionThe path analysis model elucidates the mechanisms through which facilitating and hindering factors influence nursing students' academic achievement, thereby promoting or impeding their success. Academic motivation and social support serve as crucial contributors to academic success by ameliorating the impact of academic and non-academic factors on nursing students. This study highlights the importance of multifaceted interventions in nursing education, emphasizing strategies that enhance student motivation and social support through mentorship and faculty-led workshops. Cultivating a supportive academic environment and incorporating interactive curricula, self-monitoring, and simulations are crucial for improving academic and non-academic outcomes. CLINICAL TRIAL NUMBER: Not applicable.
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