The relationship between online learning self-efficacy and learning engagement: the mediating role of achievement motivation and flow among registered nurses
Year: 2025
Type: article
Study design: Observational Study
Abstract: Introduction: Learning engagement is a critical predictor of core professional competencies in nursing, yet its influencing factors remain unclear. This study examined the mediating roles of achievement motivation and flow in the relationship between online learning self-efficacy and learning engagement among registered nurses (RNs). Methods: A cross-sectional electronic survey was conducted among 657 RNs from two general hospitals in Sichuan Province, China, between March and May 2024. Participants completed validated instruments, including the Adult Online Learning Self-Efficacy Scale, Achievement Motives Scale (AMS), Educational Flow Scale (EduFlow-2), and Learning Engagement Scale. Descriptive statistics, Pearson correlation, and mediation analysis were conducted using SPSS v29.0. Structural equation modeling was performed using AMOS v24.0. Results: < 0.01) were all positively associated with learning engagement. Achievement motivation (22.2%), flow (24.7%), and their chain effect (11.2%) partially mediated the link between self-efficacy and engagement. Discussion: Online learning self-efficacy influences RN learning engagement both directly and indirectly, with mediation effects exerted through achievement motivation and flow. These findings highlight the importance of fostering self-efficacy and motivational processes to enhance engagement in online nursing education.
Source: Frontiers in Psychology
Authors: Tong Zhou, Yinhai Chen, Xixi Li, Luyao Yang, Zhonglei Zhao
Institution: North Sichuan Medical University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W4414552919