Effects of emotion regulation on learning engagement among nursing undergraduates: the mediating role of metacognition
10.3760/cma.j.cn115682-20240409-01948
- VernacularTitle:情绪调节对护理本科生学习投入的影响：元认知的中介效应
- Author:
Ziyi WANG
1
;
Xiangshu CUI
1
Author Information
1. 延边大学护理学院，延吉 133002
- Publication Type:Journal Article
- Keywords:
Students, nursing;
Undergraduates;
Emotion regulation;
Learning engagement;
Metacognition
- From:
Chinese Journal of Modern Nursing
2025;31(4):430-435
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the impact of emotion regulation on learning engagement among nursing undergraduates and the mediating role of metacognition, aiming to provide a theoretical basis for developing interventions to enhance learning engagement.Methods:Using a convenience sampling method, a total of 212 nursing undergraduates from Yanbian University were recruited as study participants between October and November 2023. The Metacognitive Ability Scale for College Students, the Gross-John Emotion Regulation Questionnaire, and the Learning Engagement Scale were used for the survey. The Bootstrap method was applied to test the mediating effect of metacognition between emotion regulation and learning engagement.Results:A total of 212 questionnaires were distributed, and 204 valid questionnaires were recovered, with an effective response rate of 96.23% (204/212). The total scores for the Metacognitive Ability Scale for College Students, Gross-John Emotion Regulation Questionnaire, and Learning Engagement Scale were (76.51±7.92), (42.07±8.90), and (64.85±10.49), respectively. Emotion regulation positively predicted metacognition [ β=0.589, 95% CI (0.414, 0.722), P=0.001] and learning engagement [ β=0.310, 95% CI (0.098, 0.494), P=0.006]. Metacognition positively predicted learning engagement [ β=0.492, 95% CI (0.289, 0.690), P=0.001]. The Bootstrap results showed that metacognition partially mediated the relationship between emotion regulation and learning engagement, with a mediating effect value of 0.290, accounting for 48.33% (0.290/0.600) of the total effect. Conclusions:Emotion regulation not only directly influences learning engagement among nursing undergraduates but also indirectly affects their learning engagement through metacognition. Nursing educators and administrators should prioritize the development of emotion regulation and metacognitive abilities among nursing undergraduates to enhance their learning engagement.
