Conditional effect of school support between learning agility and academic burnout in nursing students
10.15715/kjhcom.2021.16.2.225
- Author:
Eun-Kyung LEE
1
;
Sun-Young JUNG
;
Jung-Tae SON
Author Information
1. College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
- Publication Type:Research Article
- From:
Health Communication
2021;16(2):225-234
- CountryRepublic of Korea
- Language:English
-
Abstract:
Background:The purpose of this study was to investigate the conditional effect of school support between learning agility and academic burnout in nursing students.
Methods:A cross-sectional descriptive study design was used. A total of 213 participants was surveyed using a self-report questionnaires including general characteristics, a learning agility, academic burnout and school support scale. The descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation, and PROCESS Macro (Model 7) and bootstrapping method.
Results:Educational environment support had a significant mediating effect between the learning agility and academic burnout. Professor support had a significant moderating mediation effect in the Educational environment support between the learning agility and academic burnout. And friend and senior support had only direct effect to learning agility and academic burnout.
Conclusion:These results highlight the importance of school support and can be used as meaningful data for intervention research to reduce the academic burnout and to learning agility for nursing students.
