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Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach

Journal Article


Abstract


  • This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance.

Publication Date


  • 2016

Citation


  • Salamonson, Y., Ramjan, L. M., van den Nieuwenhuizen, S., Metcalfe, L., Chang, S., & Everett, B. (2016). Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach. Nurse Education in Practice, 17, 208-213. doi:10.1016/j.nepr.2016.01.001

Scopus Eid


  • 2-s2.0-84956888968

Start Page


  • 208

End Page


  • 213

Volume


  • 17

Issue


Place Of Publication


Abstract


  • This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance.

Publication Date


  • 2016

Citation


  • Salamonson, Y., Ramjan, L. M., van den Nieuwenhuizen, S., Metcalfe, L., Chang, S., & Everett, B. (2016). Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach. Nurse Education in Practice, 17, 208-213. doi:10.1016/j.nepr.2016.01.001

Scopus Eid


  • 2-s2.0-84956888968

Start Page


  • 208

End Page


  • 213

Volume


  • 17

Issue


Place Of Publication