Degree Type
Dissertation
Date of Award
1989
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Mary E. Huba
Abstract
The present research had two purposes. First, the study was designed to validate the Learning and Study Strategies Inventory (LASSI) (Weinstein, 1987) with undergraduate nursing students. Second, a causal model of learning for undergraduate nursing students was developed and tested. Results of the validation study were used for the development of the model;The data were collected on 134 first-year nursing students enrolled at a Midwestern community college. Analysis of the data included (1) factor analysis of the LASSI data; (2) Cronbach alpha to estimate internal consistencies of the revised LASSI scales; (3) Pearson product-moment correlations to determine the relationships among the various variables related to academic achievement; (4) path analysis of the proposed causal model of learning;Factor analysis of the LASSI data indicated existence of four learning process scales with the current sample of students. The four scales were motivation, self-efficacy, concentration/preparation for class and self-monitoring/use of study strategies. These showed moderate to high internal consistency estimates that ranged form.80 to.91;In the path analysis language ability, reading ability and self-efficacy were found to have a direct effect on the academic achievement of nursing students. Self-efficacy was found to be directly affected by the students' language ability, math ability, motivation, and concentration/preparation for class. Life stress, motivation and self-monitoring/use of study strategies were found to influence students' concentration and preparation for class. In turn, self-monitoring/use of study strategies was found to be influenced by individuals' motivation. Overall, this model explained 46% of the variance in academic achievement. Results are discussed in terms of assisting educators to enhance the academic achievement of undergraduate nursing students in community colleges.
DOI
https://doi.org/10.31274/rtd-180813-12998
Publisher
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Copyright Owner
Sandra Beermann Chacko
Copyright Date
1989
Language
en
Proquest ID
AAI9014888
File Format
application/pdf
File Size
146 pages
Recommended Citation
Chacko, Sandra Beermann, "Cognitive abilities, affective characteristics and learning strategies as related to academic achievement among first year nursing students: test validation and causal modelling " (1989). Retrospective Theses and Dissertations. 9113.
https://lib.dr.iastate.edu/rtd/9113
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Nursing Commons, Public Health Education and Promotion Commons, Social and Philosophical Foundations of Education Commons
