Bektaş, İlknurKudubes, Asli AkdenizAyar, DijleBektas, Murat2025-03-202025-03-2020250260-69171532-2793https://doi.org/10.1016/j.nedt.2025.106629https://hdl.handle.net/20.500.14034/2433Aim: 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.eninfo:eu-repo/semantics/closedAccessClinical decision-makingSelf-regulated learningLocus of controlArticle10.1016/j.nedt.2025.106629148Q1WOS:0014273752000012-s2.0-8521742170239952218Q1