Browse > Article
http://dx.doi.org/10.15207/JKCS.2019.10.11.523

Factors related to the undergraduate nursing students' metacognition  

Suh, Yu-Jin (College of Nursing, Yonsei University)
Bae, Ju-Yoen (College of Nursing, Yonsei University)
Lee, Ju Hee (College of Nursing.Mo-Im Kim Nursing Research Institute, Yonsei University)
Publication Information
Journal of the Korea Convergence Society / v.10, no.11, 2019 , pp. 523-532 More about this Journal
Abstract
Metacognition is a core element for nurses' clinical competency as a result of the learner's development and evaluate goals and plans for problem solving. The study aimed to analyze factors related to metacognition among undergraduate nursing students. The 205 nursing students participated from August 15 to October 19, 2017 to measure metacognition, self-directed learning, grit, learning environment and learning style. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with the SPSS/Win 22.0 program. Metacognition represented a positive correlation with self-directed learning, grit, learning environment. The self-directed learning and grit were significant factors on undergraduate nursing students' metacognition. As a result of this study, it is necessary to develop curriculum that can improve metacognition level by increasing self-directed learning ability and grit of undergraduate nursing student.
Keywords
Metacognition; Undergraduate; Self-directed learning; GRIT; Learning style; Learning environment;
Citations & Related Records
Times Cited By KSCI : 12  (Citation Analysis)
연도 인용수 순위
1 J. H. Kim & M. K. Park. (2018). Effects of Self-Determination Motivation to Learning Flow on in Self-Regulated Learning : Mediating Effect of Metacognition. Journal of The Korea Convergence Socitey, 9(2), 349-357. DOI:10.15207/JKCS.2018.9.2.349   DOI
2 K. K. Cho, B. Marjadi, V. Langendyk & W. Hu. (2017). The self-regulated learning of medical students in the clinical environment-a scoping review. BMC medical education, 17(1), 112.   DOI
3 M. Y. Jho. (2015). Metacogniton, learning style, locus of control and self-esteem of nursing students. Journal of The Korean Data Analysis Society, 17(6), 3391-3405
4 F. Faul, E. Erdfelder, A. Buchner & A. G. Lang. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Method, 41, 1149-1160. DOI:10.3758/BRM.41.4.1149   DOI
5 Y. M. Kim. (2011). A Study on the influences of self-directed learning and learning flow on learning performance in distribution and logistics education by e-Learning. The Business Studies, 90(2), 27-47.
6 N. S. Seo, S. J. Woo & Y. J. Ha. (2005). The Effects of self-directed learning ability and motivation on learning satisfaction of nursing students in convergence blended learning environment. Journal of Digital Convergence, 13(9), 11-19. DOI: 10.14400/JDC.2015.13.9.11   DOI
7 P. R. Pintrich, D. A. Smith, T. Garcia & W. J. McKeachie. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Washington : National Center for Research to Improve Postsecondary Teaching and Learning.
8 Y. R. Chung & S. O. Kim. (2012). Analysis of metacognition, self-efficacy, and perceptions of the constructivist learning environment in science for middle and high school students. Journal of Research in Curriculum Instruction, 16(1), 125-144.   DOI
9 World Economic forum. (2015). New vision for education: Unlocking the potential of technology. World Economic Forum.
10 S. Y. Lee. (2017). Educational psychology in the age of the fourth industrial revolution. The Korea Educational Review, 23(1), 231-260.   DOI
11 J. H. Flavell. (1987). Speculations about the nature and development of metacognition. Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
12 I. S. Seo, H. E. Park & J. Y. Kim. (2016). Impact of self-leadership and metacognition on clinical competence among nursing students. Journal of the Korean Data Analysis Society, 18(6), 3423-3436.
13 S. R. Lee & Y. W. Son. (2013). What predicts outstanding academic performance? - Carefully planned practice and Grit. The Korean Journal of School Psychology, 10(3), 349-366.   DOI
14 N. Y. Kim. (2009). The Structural relationship among academic motivation, program, organizational support, interaction, flow and learning outcome in cyber education. Doctoral dissertation. Ewha university, Seoul.
15 D. A. Kolb. (1985). Learning Style Inventory. Boston : McBer & Company.
16 H. J. Wang, S. A. Jung, H. E. Park, H. S. Yoo, Y. H. Bae & J. Y. Kim. (2016). The metacognition, self-efficacy and self-leadership among nursing students. Journal of the Korea Academia-Industrial cooperation Society, 17(9), 619-627. DOI: 10.5762/kais.2016.17.9.619   DOI
17 M. S. Kim. (2019). Influence of metacognition and emotional intelligence on self-leadership in nursing students. Journal of Korean Academy of Nursing Administration, 25(2), 146-155. DOI: 10.11111/jkana.2019.25.2.146   DOI
18 K. M. Anderson, P. DesLauriers, C. H. Horvath M. Slota & J. N. Farley. (2017). From metacognition to practice cognition: The DNP e-Portfolio to promote integrated learning. Journal of Nursing Education, 56(8), 497-500. DOI:10.3928/01484834-20170712-09   DOI
19 M. Y. Jho. (2016). Effects of writing reflective journal on meta-cognition and problem solving ability in nursing students taking fundamental nursing skills course applying blended learning. Journal of Korean Academy Fundamentals of Nursing, 23(4), 430-439. DOI: 10.7739/jkafn.2016.23.4.430   DOI
20 H. M. Son, Y. K. Hong & Y. H. Kim. (2019). Career exploration process of nursing student in clinical practice : A voyage to find the authentic nurse of pre-registration nurses. Journal of Korean Academic Society Nursing Education, 25(1), 69-82. DOI: 10.5977/jkasne.2019.25.1.69   DOI
21 M. S. Kim & S. Y. Yun. (2015). Factors influencing flow state of cooperative learning among nursing students: in convergence era. Journal of Digital Convergence, 13(10), 397-403. DOI: 10.14400/JDC.2015.13.10.397   DOI
22 J. H. Choi & J. H. Jeong. (2011). The effect of readiness to self-directed learning on nursing practice competence. Journal of Korean Clinical Nursing Research, 17(1), 16-26.
23 T. Duangnamol, T. Supnithi, G. Srijuntongsiri & M. Ikeda. (2018). Computer-supported meta-reflective learning model via mathematical word problem learning for training metacognition. Research and Practice in Technology Enhanced Learning, 13(1), 14. DOI: 10.1186/s41039-018-0080-1   DOI
24 M. O. Lee, S. Y. Kim & M. Y. Lee. (2015). The influence of autonomy support and self-determined motivation on learning outcomes among college students. Journal of the Korea Academia-Industrial Cooperation Society, 16(8), 5223-5231. DOI: 10.5762/KAIS.2015.16.8.5223   DOI
25 S. W. Choi, P. S. Kim, J. Y. Park, M. Y. Kim, K. T. Jeon & M. K. Jeon. (2017). The Effects of the Playing School Program on Elementary School Students' Cognitive and Metacognitive Strategy. Journal of Educational Technology, 33(4), 943-971. DOI: 10.17232/KSET.33.4.943   DOI
26 J. H. Lee & J. S. Lee. (2009). The Relationship between metacognition and self-regulated learning abilities of gifted students: The mediating effect of self - determined motivation. Secondary Education Research, 57(1), 89-114.   DOI
27 M. Y. Cho & M. O. Chae. (2014). Impact of self-directed learning ability and metacognition on clinical competence among nursing students. The Journal of Korean Academic Society of Nursing Education, 20(4), 513-522. DOI: 10.5977/jkasne.2014.20.4.513   DOI
28 P. Benner. (2012). Educating nurses: A call for radical transformation-how far have we come?. Journal of Nursing Education, 51(4), 183-184. DOI: 10.3928/01484834-20120402-01   DOI
29 E. J. Choi. (2016). Relationships between metacognition, problem solving process, and debriefing experience in Simulation as Problem-Based Learning (S-PBL). Journal of the Korea Contents Association, 16(1), 459-469. DOI: 10.5392/JKCA.2016.16.01.459   DOI
30 Y. J. Oh & H. Y. Kang. (2013). Metacognition, learning flow and problem solving ability in nursing simulation learning. Journal of Korean Academy of Fundamentals of Nursing, 20(3), 239-247. DOI: 10.7739/jkafn.2013.20.3.239   DOI
31 C. A. Wolters & M. Hussain. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311. DOI:10.1007/s11409-014-9128-9G.   DOI
32 S. J. Lee, Y. K. Chang, H. N. Lee & K. Y. Park. (2003). A study on the development of life-skills: Communication, problem solving, and self-directed learning. Seoul : Korean Educational Development Institute.
33 M. S. Kwon. (2011). The influence of self-directed learning & critical thinking disposition on clinical competence in nursing students. The Journal of Korean Academic Society of Nursing Education, 17(3), 389-396.
34 S. Arslan, A. Akin & N. Citemel. (2013). The predictive role of grit on metacognition in Turkish university student., Studia Psychologica, 55(4), 311-320.   DOI
35 J. J. Yang & M. Y. Park. (2004). The relationship of clinical competency and self-directed learning in nursing students. The Journal of Korean Academic Society of Nursing Education, 10(2), 271-277.
36 A. L. Duckworth & P. D. Quinn. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91, 166-174. DOI: 10.1080/00223890802634290   DOI
37 J. Y. Jeong et al. (2019). The Influence of grit on turnover intention of university hospital nurses: The mediating effect of job involvement. Journal of Korean Academy of Nursing, 49(2), 181-190. DOI: 10.4040/jkan.2019.49.2.181   DOI
38 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
39 N. Shechtman, A. H. DeBarger, C. Dornsife, S. Rosier & L. Yarnall. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC: US Department of Education, Department of Educational Technology, 1-107.
40 J. I. Choi, S. H. Yaeu, K. C. Shim & K. H.(2012). The Relationship between the Middle School Students' Perceptions of Science Learning Environment and their Meta-cognition. Secondary Institute of Education, 60(1), 51-82.   DOI
41 M. H. Kang, Y. H. Song & S. H. Park. (2008). Relationships among Metacognition, Flow, Interactions and Problem Solving Ability in Web-based Problem Based Learning. Journal of Research in Curriculum & Instruction, 12, 293-315.   DOI
42 B. J. Fraser, C. J. McRobbie & D. Fisher. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Proceedings Western Australian Institute for educational research forum.