ArticleBMJ open2026
Impact of self-directed learning ability on undergraduate nursing students' learning engagement: the chain-mediating role of academic buoyancy and academic burnout in a cross-sectional study.
Article in BMJ open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Distinct patterns in study techniques and intrinsic challenges in nursing students' self-directed learning: an exploratory, comparative qualitative study.BMC medical education · 2026Article
- Smartphone addiction and learning engagement: a parallel mediation model of time management disposition and academic burnout among nursing undergraduates.Frontiers in psychology · 2026Article
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8 authors.
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Abstract
objectivesTo explore the chain-mediating role of academic buoyancy and academic burnout between self-directed learning ability (SDLA) and learning engagement in undergraduate nursing students.
designA cross-sectional survey. SETTING AND
participantsThis study was conducted in December 2024, involving 239 nursing undergraduates from a university in Daqing city, Heilongjiang province.
methodsIndependent samples t-tests and analysis of variance were employed to examine the relationships between undergraduate nursing students' characteristics and learning engagement. Pearson correlation analysis was used to analyse the correlations among the variables. Based on self-determination theory, the chain-mediating effects of academic buoyancy and academic burnout between self-directed learning ability and learning engagement were tested using Model 6 of the SPSS PROCESS macro (V.3.5), with bootstrap samples set to 5000.
resultsA total of 239 undergraduate nursing students were included in the analysis, of whom 84.94% were female. The sample comprised students from all academic years, including first-year (27.62%), second-year (33.47%), third-year (17.57%) and final-year students (21.34%). Most participants selected nursing as a voluntary major choice (62.34%), and 43.51% were from urban areas. The 239 undergraduate nursing students scored 72.26±10.26 on SDLA, 14.90±2.64 on academic buoyancy, 53.75±9.33 on academic burnout and 50.81±7.64 on learning engagement. SDLA and academic buoyancy were positively correlated with learning engagement (all p<0.05), while academic burnout was negatively correlated with learning engagement (p<0.05). The chain-mediating effect of academic buoyancy and academic burnout between SDLA and learning engagement was identified, with a total indirect effect of 0.255, accounting for 37.89% of the total effect. Notably, academic buoyancy served as a significant mediator between SDLA and learning engagement, whereas the mediating effect of academic burnout between SDLA and learning engagement was not statistically significant.
conclusionSDLA is associated with higher learning engagement among nursing students through academic buoyancy and reduced academic burnout. These findings highlight the importance of developing SDLA and clarify the mediating roles of academic buoyancy and burnout in this relationship, providing valuable insights for enhancing learning engagement in nursing education.
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