The Impact of Psychological Well-Being on Learning Strategies: Analyzing Perceived Stress, Self-Esteem, and Study Approaches in Nursing and Obstetrics Students.
Background: The psychological well-being of university students significantly impacts their academic performance and future professional preparation. The aim of this study is to analyze the relationships between perceived stress, self-esteem, and learning strategies in university students enrolled i...
| Publicado en: | Nursing Reports Vol. 15; no. 3; pp. 109 - 118 |
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| Autores principales: | , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184102336&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184102336 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Mar2025 vid: 15 iid: 3 pid: 97109 pub: MDPI artinfo: ui: 184102336 184102336 184102336 10.3390/nursrep15030109 184102336 ppf: 109 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Impact of Psychological Well-Being on Learning Strategies: Analyzing Perceived Stress, Self-Esteem, and Study Approaches in Nursing and Obstetrics Students. aug: au: Pacifico, Antonietta Gorrese, Luisa Sorrentino, Carlo Viciconte, Michele Andretta, Vincenzo Iovino, Paola Savarese, Giulia Amato, Carolina Carpinelli, Luna affil: Department of Medicine, Surgery and Dentistry, Scuola Medica Salernitana, University of Salerno, 84081 Baronissi, Italy sug: subj: Psychological Well-Being Evaluation Stress, Psychological Evaluation Students, Nursing Psychosocial Factors Students, College Psychosocial Factors Self Concept Learning Methods Program Evaluation Human Male Female Young Adult Adult Nonexperimental Studies Cross Sectional Studies Convenience Sample Colleges and Universities Italy Italy Self Report Questionnaires Descriptive Statistics Cognition Multiple Regression Prediction Models Motivation Adult: 19-44 years Male Female ab: Background: The psychological well-being of university students significantly impacts their academic performance and future professional preparation. The aim of this study is to analyze the relationships between perceived stress, self-esteem, and learning strategies in university students enrolled in Nursing and Obstretics degree programs, in order to understand the impact of psychological well-being on their study abilities. Method: This study is observational cross-sectional, using non-probabilistic convenience sampling. The study involved students enrolled in Nursing and Obstetrics courses at the University of Salerno. A standardized self-reported questionnaire will be used. Results: 331 students (82.75%) participated voluntarily. Correlations show significant relationships consistent with psychological literature. Higher self-esteem correlates with lower perceived stress (r = −0.325, p < 0.01), better information elaboration (r = 0.156, p < 0.01), and higher metacognitive awareness (r = 0.123, p < 0.05), but negatively with organizational strategies (r = −0.150, p < 0.01) and self-evaluation frequency (r = −0.153, p < 0.01). Perceived stress correlates positively with organizational strategies (r = 0.180, p < 0.01) and self-evaluation frequency (r = 0.178, p < 0.01), suggesting stress may drive compensatory strategies. Multiple regression analyses showed that self-esteem was a significant positive predictor of information elaboration strategies (β = 0.49, p = 0.05). Both self-esteem (β = −0.52, p = 0.01) and perceived stress (β = −0.74, p = 0.01) were significant negative predictors of structured learning strategies, suggesting that higher levels of stress and self-esteem are associated with a reduced use of planned organizational approaches. The models explained a substantial proportion of variance, with adjusted R2 values of 0.52 for elaboration and 0.63 for strategy components. Conclusions: These results emphasize the need for interventions to enhance learning strategies and stress management among students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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