Differences in self-efficacy, self-leadership, and academic achievement according to MBTI characteristics of nursing students and factors affecting academic achievement

Objectives This study aims to provide basic data for improving academic achievement by identifying differences in self-efficacy, self-leadership, and academic achievement according to the MBTI characteristics of nursing students, and by identifying the relationships among self-efficacy, self-leadership, and academic achievement and the factors affecting academic achievement. Methods Data collection was conducted from September 4 to 27, 2023, targeting 4th year nursing students, and a total of 162 data were used in the final analysis. The collected data were analyzed using the SPSS 22.0 program using t-test, ANOVA, Scheffé test, Person’s correlation coefficients, and multiple regression. Results Among the MBTI characteristics of nursing students, there were significant differences in self-efficacy, self-leadership, and academic achievement according to preference index and psychological temperament. There was a significant positive correlation between self-efficacy, self-leadership, and academic achievement. There was also a significant positive correlation between self-leadership and academic achievement. The main factor affecting academic achievement was self-efficacy, and the explanatory power was 60.3%. Conclusions In order to improve the academic achievement of nursing students, various measures should be prepared to improve self-efficacy and self-leadership and academic achievement considering MBTI characteristics. In particular, it is necessary to consider the educational environment for developing and applying a systematic program to improve self-efficacy, which has been identified as an important factor influencing academic achievement.