The Effect of Self-Directed Learning Ability, Resilience, and Major Satisfaction of Nursing Students on Academic Achievement

This study analyzed the relationship among self-directed learning ability, resilience, major satisfaction, and academic achievement of nursing students, and investigated the influence of these factors on academic achievement. The subjects of the study were 205 nursing students at K University in city B, and the data were analyzed using Independent t-test, One Way ANOVA, Pearson’s correlation coefficient, and regression analysis using SPSS 25. The results of this study showed that self-directed learning ability of nursing students showed significant differences in high school type and admission type, and resilience showed significant differences in age and high school type. In addition, major satisfaction and academic achievement showed significant differences in high school type and admission type. A positive correlation was confirmed among self-directed learning ability, resilience, major satisfaction, and academic achievement, which suggests that improvement in one area can have a positive effect on other areas. The results of multiple regression analysis showed that the factor that had the greatest influence on academic achievement was major satisfaction, followed by resilience and high school type as important variables. The explanatory power of the entire model was confirmed to be 25.5%. Based on these results, in order to improve the academic performance of nursing students, it is necessary to develop an educational program that promotes major satisfaction and resilience, and to establish a customized learning support system that takes into account the type of high school. It is suggested that nursing education institutions establish a systematic and comprehensive educational strategy that reflects this.