Jul 2026· Kerbala Journal of Nursing and Health Sciences.· Vol 2, pp. 102-109· 0 citations· 30 references
TL;DR
It was concluded that most nursing students exhibited moderate to high levels of self-esteem and high levels of self-efficacy, indicating a positive relationship between self-esteem and self-efficacy.
Abstract
Background: Self-esteem and self-efficacy are essential psychological constructs that significantly influence nursing students’ academic performance, clinical competence, and overall well-being. Understanding the relationship between these variables is crucial for enhancing educational outcomes and professional readiness in nursing education.
Aim: This study aimed to assess the levels of self-esteem and self-efficacy among nursing students at the University of Karbala and to examine the correlation between these two variables.
Methods: A quantitative descriptive cross-sectional design was conducted among 74 nursing students selected through a convenience sampling at the University of Karbala between October 5 and November 5, 2025. Data were collected using a structured questionnaire consisting of three parts: demographic characteristics, the Rosenberg Self-Esteem Scale (RSES), and the General Self-Efficacy Scale. Data were analyzed using descriptive statistics and Pearson correlation coefficient.
Results: The findings revealed that 63.5% of participants had moderate self-esteem, 33.8% had high self-esteem, and only 2.7% had low self-esteem. Regarding self-efficacy, 74.3% of students demonstrated high levels, 23% moderate levels, and 2.7% low levels. A statistically significant correlation was found between self-esteem and self-efficacy (r = 0.522, p < 0.001), indicating a positive relationship.
Conclusion: The study concluded that most nursing students exhibited moderate to high levels of self-esteem and high levels of self-efficacy. The significant positive correlation between the two variables.
Background: Assertiveness and self-esteem are fundamental psychological qualities that determine the communication skills, professional competencies, and the possibility to advocate for patients in nursing students. The knowledge of the degrees of assertiveness and self-esteem and their interaction will enhance nursing education and professional growth.
Objective: To determine the degree of assertiveness and self-esteem among nursing students and to evaluate their relationship with the individual socio-demographic factors and the relationship between assertiveness and self-esteem.
Methods: A cross-sectional study was conducted on 300 nursing students in a descriptive study. A semi-structured questionnaire with the variables of the socio-demographic variable, Rathus Assertiveness Schedule, and Rosenberg Self-Esteem Scale was used to collect the data. Descriptive statistics such as mean, standard deviation, frequency, and percentage, and inferential statistics such as chi-square tests and Pearson correlation coefficient were employed in the analysis of data.
Results: The mean age of the participant was 19.4 ± 1.9 years. Most of the participants were situationally non-assertive (42.3%), partially assertive (42.0%), and 11.0 percent were assertive. The average self-esteem was 28.8 ± 3.4, with the majority of the students showing moderate self-esteem (66.7%). Age, religion, year of study, and family type were significantly associated with assertiveness (p = 0.004, p < 0.0001, p < 0.001, and p = 0.006, respectively). There was a significant correlation between self-esteem and age (p = 0.003) and year of study (p = 0.014). The correlation was not strong (r = 0.237) but the association was highly significant (r = 0.237, p = 0.0001).
Conclusion: Nursing students had different degrees of assertiveness and largely moderate esteem. There was a weak correlation but significant relationship between assertiveness and self-esteem. The approaches toward the development of professionalism and successful communication with the client are suggested to be educational methods of assertiveness training and self-esteem improvement.
Background Based on the Control-Value Theory of Achievement Emotions, this study aimed to examine the associations between academic emotions and self-efficacy among nursing undergraduates, and to provide a theoretical basis for optimizing nursing education interventions. Methods A cross-sectional study was conducted among 659 nursing undergraduates from a university. Data were collected using the Academic Emotions Scale and the Self-efficacy Scale. Statistical analyses were performed using SPSS, including descriptive statistics, correlation analysis, and multiple linear regression. The effects of different dimensions of academic emotions on self-efficacy were examined, while controlling for demographic variables such as gender and age. Results The mean self-efficacy score of nursing undergraduates was 30.41 ± 5.15. Correlation analysis showed that confidence, excitement, and satisfaction were significantly positively correlated with self-efficacy (r = 0.56–0.67, P < 0.01), whereas anxiety, boredom, and frustration were significantly negatively correlated with self-efficacy (r = −0.16 to −0.23, P < 0.01). Multiple linear regression analysis indicated that, after adjustment for demographic variables, the model was statistically significant (F = 83.509, P < 0.001), explaining 50.7% of the variance in self-efficacy (R2 = 0.507, adjusted R2 = 0.501). Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was an independent negative predictor. Although boredom showed a small positive association after adjustment, excitement and frustration were not independently associated with self-efficacy. No evidence of multicollinearity was observed. Conclusions Academic emotions were significantly associated with self-efficacy among nursing undergraduates. Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was the only independent negative predictor. Interventions aimed at fostering positive academic emotions and reducing anxiety may help enhance self-efficacy in nursing students.
Lili Guo, Danfeng Yan, Zhi Chai et al.· Frontiers in Psychology· 0 citations
BACKGROUND
Academic self-efficacy, educational stress, and academic motivation are key psychological factors influencing nursing students' academic performance and learning experiences. However, the relationships among these variables have not been sufficiently examined in nursing education.
AIM
This study aimed to examine the relationships among academic self-efficacy, educational stress, and academic motivation in nursing students.
METHODS
This study was conducted with nursing students at Fırat University Faculty of Health Sciences in Elazığ, Turkey, during the autumn semester of the 2023-2024 academic year. A total of 519 nursing students were included in this cross-sectional correlational study. Data were collected using a personal information form, the Academic Self-Efficacy Scale, the Educational Stress Scale, and the Academic Motivation Scale. The data were analyzed using structural equation modeling (SEM).
RESULTS
The mean levels indicated that academic self-efficacy and academic motivation were moderate to high, while educational stress was at a moderate level.The results of the SEM indicated that academic self-efficacy was significantly associated with educational stress (β = -0.329, p < .001) and academic motivation (β = 0.621, p < .001). Educational stress was also significantly associated with academic motivation (β = 0.197, p < .001). In addition, educational stress partially mediated the relationship between academic self-efficacy and academic motivation (β = -0.063, p < .01). The total effect of academic self-efficacy on academic motivation was significant (β = 0.560, p < .001). The model explained 10% of the variance in educational stress and 34% of the variance in academic motivation.
CONCLUSIONS
The findings indicated that academic self-efficacy plays an important role in reducing educational stress and increasing academic motivation among nursing students. Educational stress showed a positive association with academic motivation and partially mediated the relationship between academic self-efficacy and academic motivation. These results suggest that strengthening academic self-efficacy may improve students' motivation and stress levels. Future studies should use longitudinal and multi-center designs to confirm these relationships.
G. Turan, Müslim Alanoğlu, Songül Karabatak· BMC Nursing· 0 citations
Background: Examination anxiety is a widely reported concern among nursing students, arising from the demanding nature of the nursing curriculum, competitive assessment structures, and clinical performance expectations. Persistent or severe examination anxiety can impair concentration, recall, and overall academic performance, making its early identification essential for effective student support. Objective: To assess the perceived level of examination anxiety among first-year undergraduate (B.Sc.) nursing students and to determine its association with selected demographic variables. Methods: A descriptive, cross-sectional design was adopted among 50 first-year B.Sc. Nursing students at a nursing college in Coimbatore, India, selected through simple random (lottery) sampling. Data were collected using a demographic proforma and the Westside Test Anxiety Scale, a validated 10-item, 5-point rating instrument. Descriptive statistics (frequency, percentage) and the chi-square test were used for data analysis. Results: Of the 50 participants, 34% experienced moderately high anxiety, 28% slight anxiety, 26% high anxiety, 10% no anxiety, and 2% extreme anxiety. No statistically significant association was found between examination anxiety and demographic variables such as age, gender, medium of instruction, prior academic marks, or note-preparation habits (p>0.05), except for parental/teacher support, which showed a significant association (χ²=50.00, p<0.05). Conclusion: A substantial proportion of first-year nursing students experience moderate-to-high examination anxiety. Structured psychosocial support from parents and teachers, alongside institution-led self-study skill-building programmes, may help mitigate examination-related anxiety in this population.
Seethalakshmi S., V. G, J. D. et al.· Genetics and Molecular Resea...· 0 citations
Background: Personality traits distinguish individuals from one another and provide a basis for predicting future behavior. Nursing students’ confidence in managing academic challenges plays a crucial role in their academic success and professional development.
Aim: This study aimed to examine the relationship between personality traits and academic self-efficacy (SE) among nursing students.
Methods: This correlational study included 281 nursing students. Data were collected using an Information Form, the Academic Self-Efficacy Scale (ASES), and the Five-Factor Personality Scale. Descriptive statistics, the Kolmogorov–Smirnov test, and Spearman correlation analysis were used to analyze the data.
Results: The students’ grade point averages ranged from 0.90 to 3.91, with a mean of 2.81±0.48. The study revealed a relationship between nursing students’ personality traits and their academic SE. The mean ASES total score was 19.15±3.33. Students who perceived their academic achievement as high had higher ASES scores compared to those who perceived their achievement as moderate or low.
Conclusion: The findings suggest that educators should consider individual differences in personality traits and provide support to enhance students’ academic success and SE.
F. Çalışkan, Nihan Altan Sarıkaya, M. Aslan· Journal of Education and Res...· 0 citations
Clinical education is an essential component of nursing education, allowing students to apply theoretical knowledge in real healthcare settings. However, psychological factors such as self-confidence and motivation may influence students’ learning experiences and performance during clinical exposure. This study aimed to determine the level of self-confidence and motivation among Bachelor of Science in Nursing (BSN) students and examine the relationship between these variables during hospital-based clinical education. An embedded correlational design was employed involving BSN Level 3 and Level 4 students at St. Mary’s College of Baliuag, Inc. Data were collected using a structured questionnaire utilizing a 4-point Likert scale and analyzed using weighted mean and Pearson's correlation coefficient. Results revealed that the respondents demonstrated a very high level of self-confidence (M = 3.48) and motivation (M = 3.70). Furthermore, a strong and statistically significant positive relationship was found between self-confidence and motivation (r = 0.690, p < .001). The findings suggest that students with greater confidence in their clinical abilities are more likely to exhibit higher motivation during clinical learning experiences. Strengthening both self-confidence and motivation through supportive educational interventions may enhance nursing students’ clinical competence and professional development.
John Rhobert C. Reyes, Cyrus Kobe R. Cruz, Francesco Basi et al.· International journal of res...· 0 citations