The association between academic emotions and self-efficacy among nursing undergraduates: a cross-sectional regression analysis

Abstract

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.