The level of nursing students' self-regulated learning and academic locus of control predicting self-confidence and anxiety in clinical decision-making

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dc.authoridAkdeniz Kudubes, Asli/0000-0002-0911-8182
dc.authoridBektas, Murat/0000-0003-3327-8204
dc.contributor.authorBektas, Lknur lknur
dc.contributor.authorKudubes, Asli Akdeniz
dc.contributor.authorAyar, Dijle
dc.contributor.authorBektas, Murat
dc.date.accessioned2025-03-20T09:51:08Z
dc.date.available2025-03-20T09:51:08Z
dc.date.issued2025
dc.departmentİzmir Bakırçay Üniversitesi
dc.description.abstractAim: This study examined the extent to which nursing students' self-regulated learning and academic locus of control predict self-confidence and anxiety in clinical decision-making. Design: This study was a cross-sectional, descriptive, and correlational study. Methods: The study sample was 627 undergraduate nursing students. Data were collected with the Student Introductory Information Form, Self-Regulated Learning Scale for Clinical Nursing Practice, Academic Locus of Control Scale, and Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM). Multiple linear regression analysis evaluated the predictive level of the variables on the self-confidence and anxiety scale subscale scores in clinical decision-making. Results: The external locus of control and learning strategies significantly explain all sub-dimensions of the selfconfidence scale in clinical decision-making. The internal locus of control and learning strategies meaningfully explain the sub-dimensions of the anxiety scale in clinical decision-making using resources to obtain information, fully listening, and knowing and taking action. Conclusion: Self-regulated learning levels of nursing students affect clinical decision-making. It was determined that students with an internal locus of control had higher self-confidence in clinical decision-making and lower anxiety levels.
dc.identifier.doi10.1016/j.nedt.2025.106629
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.pmid39952218
dc.identifier.scopus2-s2.0-85217421702
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nedt.2025.106629
dc.identifier.urihttps://hdl.handle.net/20.500.14034/2433
dc.identifier.volume148
dc.identifier.wosWOS:001427375200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherChurchill Livingstone
dc.relation.ispartofNurse Education Today
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250319
dc.subjectClinical decision-making
dc.subjectSelf-regulated learning
dc.subjectLocus of control
dc.titleThe level of nursing students' self-regulated learning and academic locus of control predicting self-confidence and anxiety in clinical decision-making
dc.typeArticle

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