This study aimed to investigate the mediating effects of achievement motivation and flow in the relationship between online learning self-efficacy and learning engagement among registered nurses (RNs). Background Learning engagement is a critical predictor of core professional competencies in nursing. Understanding the factors that influence learning engagement is essential for designing effective educational strategies that support RNs' professional development. Online learning self-efficacy exerts both direct and indirect influences on learning engagement, with the indirect effect mediated by achievement motivation and flow experiences.
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