Higher Education Ph.D. Dissertations

Study Behavior of Nursing Students

Date of Award

2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Higher Education Administration

First Advisor

Michael Coomes (Advisor)

Abstract

The purpose of this research was to learn about nursing students' study behavior, so that nursing educators can assist students with the development of study habits, attitudes, and strategies. A sample of Bachelor of Science in Nursing programs accredited by NLNAC was used. Multiple regression was used to analyze whether the independent variables (age, gender, race, high school grade point average, total study score, self-regulated learning score, study and work time, college classification, and enrollment status) predicted the dependent variables (nursing and college grade point average). ANOVA was also used. Two conceptual frameworks, Astin's Inputs-Environment-Outputs Model and self-regulated learning, informed the research. The independent variables were predictors of college and nursing GPA. Study behaviors associated with higher college and nursing GPA including quiet study, effort, having a specific time to study, time management, studying until completion, memorizing, keeping track of progress, and prioritization. The findings of this research have several implications. First, students may need counseling on how to balance studying and work. Second, nursing students need to be advised that both study time and study score are predictors of academic success. Third, behaviors associated with higher college and nursing GPA should be encouraged in nursing students. Nursing students can improve their chances of earning good grades by developing good study strategies and through effective self-regulated learning techniques.

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