ArticleFrontiers in psychology2026
Self-directed learning ability and online student engagement among nursing students: the mediating role of information literacy and the moderating role of self-control.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Online learning has become an important teaching approach in nursing education, and insufficient online student engagement among nursing students has become a key issue affecting teaching effectiveness. However, the underlying mechanisms related to individual learning characteristics of nursing students have not been fully explored. Purpose: This study aims to examine the relationship between self-directed learning ability and online student engagement among nursing students, focusing on the mediating role of information literacy and the moderating role of self-control. Patients and methods: This study recruited 917 undergraduate nursing students from five provinces in China (83% female). Participants completed the self-directed learning ability scale (SDLRS), the information literacy scale (ILS), the brief self-control scale (BSCS), and the online student engagement (OSE) scale, all of which are validated self-report instruments. Data were analyzed using SPSS 26.0 and the PROCESS macro. Results: Self-directed learning ability had a significant positive direct effect on online student engagement (β = 0.511, Conclusion: The results support a moderated mediation model. Self-directed learning ability promotes online student engagement by improving information literacy, and self-control negatively moderates the relationship between self-directed learning ability and online student engagement, such that this effect is stronger at lower levels of self-control. These findings student engagement theory and conservation of resources theory, explain how individual abilities influence learning engagement through cognitive resources in digital learning contexts, and provide empirical support for educational interventions targeting information literacy and self-control.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.