Influence of professor trust, self-directed learning and self-esteem on satisfaction with major study in nursing students†
Jin-Hwa Park1 · Eun Kyung Lee2
12College of Nursing, The Research Institute of Nursing Science, Daegu Catholic University
Correspondence to: Assistant Professor, College of Nursing, The Research Institute of Nursing Science, Catholic University of Daegu, Daegu 42472, Korea. E-mail: leeek@cu.ac.kr
Received December 4, 2017; Revised January 23, 2018; Accepted January 24, 2018.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
- Abstract
- The purpose of this study was to investigate the effects of professors’ trust, self-directed learning, and self-esteem on major satisfaction in nursing students. The sample for this study consisted of junior and senior students from university nursing students in D and K area. The data were collected from March 6th to 17st in 2017. The collected data were analyzed using t-test, ANOVA with scheffe, Pearson correlation, and hierarchial multiple regression with using SPSS IBM Statistics 19.0 program. In hierarchial multiple regression analysis, professor trust, self-directed learning, and self-esteem were significant variables predicting the level of major satisfaction in nursing students, accounting for 54% of the variability. These findings suggest that programs to enhance professor trust and self-esteem and also to teach self-directed learning methods should be implemented to increase major satisfaction in nursing students.
- Keywords : Faculty, self concept, self directed learning, student satisfaction, trust.
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