Effects of Grit and Major Satisfaction on Metacognition in Nursing Students

This study examined the relationships among grit, major satisfaction, and metacognition among nursing students and identified key factors influencing metacognition.A descriptive survey design was employed.Data were collected from nursing students enrolled at a university in a designated region and analyzed using SPSS/WIN 26.0.Descriptive statistics, including frequencies, percentages, means, and standard deviations, were utilized to analyze general characteristics and main study variables.Differences in key variables based on participants' general characteristics were examined using independent t-tests and one-way ANOVA, followed by Scheffé's test for post-hoc analysis.Pearson's correlation coefficients were used to evaluate relationships among grit, major satisfaction, and metacognition.Finally, multiple linear regression was conducted to identify the primary predictors of metacognition.The findings demonstrated significant positive correlations among grit, major satisfaction, and metacognition in nursing students.Specifically, higher levels of grit and major satisfaction were associated with enhanced metacognitive capacity.Personality traits, grit, and major satisfaction were also identified as significant factors influencing metacognition.The regression model accounted for 61.2% of the explanatory variance, indicating strong predictive power.The results suggest that to effectively enhance metacognitive abilities in nursing students, educational strategies must consider individual personality characteristics.Furthermore, tailored educational interventions and multifaceted extracurricular programs should be developed and implemented to reinforce grit-defined as passion and perseverance for long-term goals-and to elevate overall major satisfaction, ultimately fostering more self-directed and competent future healthcare professionals.