Browse > Article
http://dx.doi.org/10.14400/JDC.2022.20.1.471

The mediating effect of task value between grit and academic stress on nursing students  

Kang, Moon-Hee (Department of nursing, Jongwon University)
Publication Information
Journal of Digital Convergence / v.20, no.1, 2022 , pp. 471-479 More about this Journal
Abstract
The purpose of this study is to investigate the mediating effect of task value on the relationship between grit and academic stress in nursing students. Data collection was conducted through a mobile Google questionnaire from August 31, to September 9, 2021, and the subjects were a total of 192 nursing students from three universities. The data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis with SPSS/WIN 20.0 program. The grit had statistically significant negative correlation with academic stress and positive correlation with task value, and task value and academic stress had positive correlation. Task value had a partial mediating effect on the between grit and academic stress. Thus intervention program that considers the task value along with the grit should be developed in order to alleviate the academic stress of nursing students.
Keywords
Grit; Academic stress; Task value; Nursing; Student;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 H. J. Lim, H. S. Ha & M. H. Hwang. (2016). The Relationship among Grit, Self-Efficacy, Achievement Goal, and Academic Self-Regulation in Elementary School Children. The journal of Educational Studies 47(3), 43-65. DOI : 10.15854/jes.2016.09.47.3.43.   DOI
2 J. E. Kim, S. R. Lee & S. J. Yang. (2018). A Study of the Characteristic of Korean Grit: Examining Multidimensional Clustering of Grit. The Korean Journal of Culture and Social Issue, 24(2), 131-151. DOI : 10.20406/kjcs.2018.5.24.2.131   DOI
3 D. H. Kwon. (2018). Relationships among High School Teachers' Positive Emotions, Negative Emotions, Grit, Stress, and Life Satisfaction. Korean Journal of Teacher Education, 34(3), 209-228. DOI : 10.14333/KJTE.2018.34.3.209   DOI
4 H. S. Cho, K. J. Lee & S. LI. (2020). The Structural Relations among the Perception of Expectance-Value, Grit and Task Persistence of Students in Physical Education Classes. Korean Journal of Sports Science 29(3), 731-743. DOI : 10.35159/kjss.2020.06.29.3.731   DOI
5 Y. H. Song. (2015). The Structural Relationships among Task value, Stress, Academic Burnout, and Learning Engagement in an e-Learning Course. Journal of Learner-Centered Curriculum and Instruction, 15(11), 105-122.
6 K. E. Kim. (2018). The structural relationship among college students' perceived professor-student relationship, academic self-efficacy, task value, and class engagement. Doctoral dissertation, Chungnam National University, Daejon.
7 I. S. Lee, M. K. Jeon & M. Y. Lee. (2020). Stress, Grit, and Nursing Professionalism of Nursing College Students. Journal of Muscle and Joint Health, 27(3), 298-306. DOI : 10.5953/JMJH.2020.27.3.298   DOI
8 Y. K. Yang, K. S. Han, M. H. Bae & S. H. Yang. (2014). Social Support, Academic Stress, Clinical Practice Stress in College Student of Nursing. The Korean Journal of Stress Research, 22(1), 23-33. DOI : 10.17547/kjsr.2014.22.1.23   DOI
9 H. S. Cho. (2019). The Effects of Teachers Autonomy Support and Peer Relatedness Support on the Grit and Academic Engagement of Students in PE Classes. Korean Journal of Sports Science, 28(1), 927-943. DOI : 10.35159/kjss.2019.02.28.1.927   DOI
10 S. H. Shin. (2016). The Effect of Academic Stress and the Moderating Effects of Academic Resilience on Nursing Students' Depression. The Journal of Korean Academic Society of Nursing Education, 22(1), 14-24. DOI : 10.5977/jkasne.2016.22.1.14   DOI
11 B. G. Bak & S. M. Park. (2012). Development and Validation of an Academic Stress Scale. The Korean Journal of Educational Psychology, 26(2), 563-585.
12 M. A. Karaman, E. Lerma, J. C. Vela & J. C. Watson. (2019). Predictors of Academic Stress Among College Students. Journal of College Counseling, 22 (1), 41-55. DOI : 10.1002/jocc.12113   DOI
13 M. J. Ko & B. Y. Choi. (2017). The Mediating Effects of Self-Regulation Ability in the Relationship between College Students Academic Stress and Adaptation to College Life. Korean Journal of Youth Studies, 24(6), 81-104. DOI : 10.21509/KJYS.2017.06.24.6.81   DOI
14 S. E. Wilks. (2008). Resilience amid academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9(2), 106- 125. DOI : 10.1080/02615470902912243   DOI
15 R. Misra & L. G. Castillo. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132-148. DOI:10.1037/1072-5245.11.2.132   DOI
16 J. C. Watson & A. A. Watson. (2016). Coping self-efficacy and academic stress among Hispanic first-year college students: The moderating role of emotional intelligence. Journal of College Counseling, 19(3), 218-230. DOI : 10.1002/jocc.12045   DOI
17 E. Jeong & M. R. Jung. (2018). Effects of Positive Psychological Capital, Academic Stress and Academic Achievement in Nursing Student on Grit. Journal of Digital Convergence, 16(9), 309-317. DOI : 10.14400/JDC.2018.16.9.309   DOI
18 B. H. Kang. (2021). Effects of forest therapy program on academic and job-seeking stress reduction in university students Graduate Department of Forest Therapy. Masters dissertation, Chungbuk National University, Cheongju.
19 H. H. Lim & H. I. Cho. (2018). The Development and Validation of an Academic Grit Scale for Adolescents. The Korean Journal of Educational Psychology, 32(3), 495-523. DOI : 10.17286/KJEP.2018.32.3.08   DOI
20 M. H. Kang, B. R. Heo & H. J. Lim. (2012). Identifying a Mediating Effect of Task Value Between Task Authenticity and Learning Outcomes in Web- based Project Learning. The journal of Educational Studies, 43(4), 33-55.
21 H. J. Lim, M. H. Hwang & H. C. Choi. (2021). A Longitudinal Relationship between Adolescents' Self-esteem, Life Satisfaction, Grit and Learning Time. Asian Journal of Education, 22(3), 537-566. DOI : 10.15753/aje.2021.09.22.3.537   DOI
22 R. M. Baron & D. A. Kenny. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. DOI : 10.1037/0022-3514.51.6.1173   DOI
23 M. Y. Kim, J. S. Jung & C. Yang. (2020). Influence of Academic Stress, Career Identity and Self Efficacy on Adjustment to College life among Nursing Students. Journal of Learner-Centered Curriculum and Instruction, 20(6), 1267-1284. DOI : 10.22251/jlcci.2020.20.6.1267   DOI
24 E. Chang. (2019). The Mediating Effect of Interpersonal Problems in the Relationship between Maladaptive Perfectionism and Academic Burnout among College students. Korea Youth Research Association, 26(7), 29-56. DOI : 10.21509/KJYS.2019.07.26.7.29   DOI
25 Y. J. Joo, J. W. Lee & S. Y. Cho. (2012). Moderating Effects of Academic Self-Efficacy and Task-Value between Academic Stress and Achievement in Cyber University. Journal of Lifelong Learning Society, 8(1), 73-92. DOI : 10.26857/JLLS.2012.04.8.1.73   DOI
26 Y. S. Kim. (2018). Academic stress, Daytime sleepiness, Depression and Learning flow in Nursing Students. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(5), 867-883. DOI : 10.35873/ajmahs.2018.8.5.082   DOI
27 A. L. Duckworth, C. Peterson, M. D. Matthews & D. R. Kelly. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087-1101. DOI : 10.1037/0022-3514.92.6.1087   DOI
28 D. V. Blalock, K. C. Young & E. M. Kleiman. (2015). Stability amidst turmoil: Grit buffers the effects of negative life events on suicidal ideation. Psychiatry Research, 228(3), 781-784. DOI : 10.1016/j.psychres.2015.04.041   DOI
29 M. H. Kang, B. R. Heo & H. J. Lim. (2012). Identifying a Mediating Effect of Task Value Between Task Authenticity and Learning Outcomes in Web- based Project Learning. The journal of Educational Studies, 43(4), 33-55.
30 Y. J. Ha. (2010). The effects of learning strategies and task value on learning satisfaction and academic achievement of online learners. Journal of Learner-Centered Curriculum and Instruction, 10(3), 577-598.
31 H. W. Min. (2019). The mediating effects of Conscientiousness, Self-Control, Task Value between Grit and Academic Self-Efficacy. Masters dissertation, Keimyung University, Daegu.
32 Y. J. Jeong & C. K. Koh. (2016). Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students. The Korean Journal of Stress Research, 24(4), 296-302. DOI : 10.17547/kjsr.2016.24.4.296.   DOI
33 A. L. Duckworth & P. D. Quinn. (2009). Development and validation of the Short Grit Scale(GRIT-S). Journal of Personality Assessment, 91(2), 166-174. DOI : 10.1080/00223890802634290   DOI
34 H. J. Lim. (2017). An Exploratory Study on Grits Factor Structure and its Validity. Asian Journal of Education, 18(2), 169-192. DOI : 10.15753/aje.2017.06.18.2.169   DOI
35 J. Eccles, T. Adler & J. L. Meece. (1984). Sex differences in achievement: A test of alternate theories. Journal of personality and social psychology, 46(1), 26-43. DOI : 10.1037/0022-3514.46.1.26   DOI
36 B. J. Kim, J. H. Lee & S. M. Jeon. (2019). Relationships among Exercise Passion, Grit, and Exercise Adherence of Middle-school Sport Club Participants. Journal of Sport and Leisure Studies, 78, 373-384. DOI : 10.51979/KSSLS.2019.10.78.373.   DOI
37 M. R. Jung. & E. Jeong. (2018). Effects of Academic Stress, Academic Self-Efficacy and Major Satisfaction in Nursing Student on Grit. The Journal of the Korea Contents Association, 18(6), 414-423. DOI : 10.5392/JKCA.2018.18.06.414   DOI
38 Y. R. Yoo, J. W. You & H. K. Park. (2015). A Relationship among Grit, Objective Reasoning, and Self-Regulated Learning Efficacy of High-school Students. Korean Journal of Youth Studies, 22(10), 367-385.
39 A. Wigfield & J. S. Eccles. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310. DOI : 10.1016/0273-2297(92)90011-P   DOI
40 J. S. Eccles & A. Wigfield. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225. DOI : 10.1177/0146167295213003   DOI
41 S. J. Lee & J. H. Yu. (2008). The Mediation Effect of Self-Efficacy between Academic and Career Stress and Adjustment to College. The Korean Journal of Educational Psychology, 22(3), 589-607.
42 W. B. Schaufeli, I. M. Martinez, A. M. Pinto, M. Salanova & A. B. Bakker. (2002). Burnout and engagement in university students a cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI : 10.1177/0022022102033005003   DOI
43 H. Shin, A. Puig, J. Lee, J. H. Lee & S. M. Lee. (2011). Cultural validation of the Maslach Burnout Inventory for Korean students. Asia Pacific Education Review, 12(4), 633-639. DOI : 10.1007/s12564-011-9164-y   DOI
44 A. L. Duckworth & J. J. Gross. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. DOI : 10.1177/0963721414541462   DOI
45 H. J. Park & D. H. Ahn. (2018). The Relationships between Self-regulation, Time Management, Academic Stress, and Academic Procrastination of University Student. Journal of Learner-Centered Curriculum and Instruction. 18(22), 867-891. DOI : 10.22251/jlcci.2018.18.22.867   DOI