Effects of Nursing Students' Learning English Motivation on Learning English Continuity: The Mediating Effect of Class Satisfaction in Liberal Arts English

Objectives This study is to examine the mediating effect of class satisfaction in the effect of nursing students' English learning motivation on English learning continuity and the effect of nursing students' English learning motivation and English learning continuity. Methods 274 university students in J area were surveyed to measure their English learning motivation, class satisfaction, and level of English learning continuity, and descriptive statistical analysis was conducted. The correlation between the variables was calculated by the Pearson correlation coefficient, and the mediating effect of class satisfaction in the relationship between the subject's English learning motivation and English learning continuity was analyzed using Hayes (2013)'s PROCESS macro Model 4. Results The effect of English learning motivation on the mediating variable, class satisfaction, was statistically significant (β=.591, p<.001), and the effect of the independent variable, English learning motivation, on the dependent variable, English learning continuity was also statistically significant (β=.484, p<.001). In addition, as a result of conducting a mediated regression analysis by using English learning motivation, an independent variable, and class satisfaction, a parameter, as an independent variable, and English learning continuity as a dependent variable, the effect of English learning motivation on English learning continuity decreased compared to the previous one, but a positive relationship was still analyzed to be significant, indicating that class satisfaction had a partial mediating effect on the relationship between English learning motivation and English learning continuity of college students (β=.379, p<.001). Conclusions It was confirmed that nursing students' English learning motivation had a significant positive effect on liberal arts English class satisfaction and English learning continuity, and it was verified that liberal arts English class satisfaction positively mediated the relationship between English learning motivation and English learning continuity.