Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students
Jumana Shehadeh1, *, Ayman M. Hamdan-Mansour2, Suhaila N. Halasa3, Manar H. Bani Hani4, Manar M. Nabolsi5, Imad Thultheen6, Omayyah S. Nassar7
1 School of Nursing- The University of Jordan. Amman, Jordan
2 Faculty of Nursing, Al Ahliyya Amman University, & School of Nursing, The University of Jordan, Amman, Jordan
3 School of Nursing, The University of Jordan, Amman, Jordan
4 Royal Medical Services College, Albalqa Applied University. Amman, Jordan
5 School of Nursing, The University of Jordan, Amman, Jordan
6 Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine
7 School of Nursing, The University of Jordan, Amman, Jordan
number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance.
To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students.
A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction.
Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties.
Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.
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* Address correspondence to this author at the School of Nursing, the University of Jordan. Amman, Jordan; Tel: 962796383002: E-mail: firstname.lastname@example.org