See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/364185669

Self-directed learning readiness and online learning self-efficacy among

undergraduate nursing students

Article in International Journal of Africa Nursing Sciences · October 2022

DOI: 10.1016/j.ijans.2022.100490

CITATIONS READS

19 586

4 authors:

Nermine Elcokany Rawhia Dogham

King Faisal University Faculty of nursing Alexandria university
26 PUBLICATIONS 131 CITATIONS 14 PUBLICATIONS 49 CITATIONS

SEE PROFILE SEE PROFILE

Asmaa Saber Ghaly Maria Blesilda Llaguno

King Faisal University King Faisal University
36 PUBLICATIONS 78 CITATIONS 17 PUBLICATIONS 64 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Nermine Elcokany on 24 October 2022.

The user has requested enhancement of the downloaded file.

 International Journal of Africa Nursing Sciences 17 (2022) 100490

Contents lists available at ScienceDirect

International Journal of Africa Nursing Sciences

journal homepage: www.elsevier.com/locate/ijans

Self-directed learning readiness and online learning self-efficacy among

undergraduate nursing students
Rawhia Salah Dogham a, b, Nermine M. Elcokany a, c, *, Asmaa Saber Ghaly a, c,
Thoraya Mohamed Abdelaziz Dawood a, Fahad M Aldakheel d, Maria Blesilda B. Llaguno c, Dalia
M. Mohsen e, f
a
Faculty of Nursing, Alexandria University, Egypt
b
Department of Nursing, Inaya Medical College, Riyadh, Saudi Arabia
c
Department of Nursing, College of Applied Medical Sciences, King Faisal University, Al Ahsa, Saudi Arabia
d
Department of Clinical Laboratory Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
e
National Research Center (NRC), Egypt
f
Department of Clinical Laboratory Sciences, Inaya Medical College, Riyadh, Saudi Arabia

A R T I C L E I N F O A B S T R A C T

Keywords: Background: Self-efficacy is a key aspect to succeed in both online learning and self-directed learning readiness.
Nursing students Self-directed learning is described as learning on one’s initiative, with the learner taking major responsibility for
Online learning self-efficacy the effort’s design, implementation, and evaluation.
Self-directed learning readiness
Aim: Assess the relationship between self-directed learning readiness and online learning self-efficacy among
Self- efficacy
undergraduate nursing students in Saudi Arabia.
Methods: A correlational descriptive research design among 282 nursing students from 3 selected nursing colleges
in Saudi Arabia. One tool was developed includes self-directed learning readiness scale and online learning self-
efficacy.
Findings: The over-all mean score online learning self-efficacy of the students was 5.21 ± 1.26 which represents
an expert. 39.4 % of the students show Above-average SDL readiness. There is a significant positive correlation
between self-directed learning readiness and overall online learning self-efficacy (r = 0.641, p = 0.00*).
Conclusion: The majority students’ self-directed learning readiness ranges between the average and above the
average. The significant relationship between the two scales addresses how self-efficacy is an essential part of
self-directed learning readiness.

1. Introduction addition, educators should help the students to move into self-learning
paradigm (Hill et al., 2020). Self-directed learning (SDL) refers to
Nursing education is crucial for the development of the professional learning on one’s own initiative, with the learner taking primary re­
graduates. Despite the teacher-centered learning approaches imple­ sponsibility for the effort’s design, implementation, and evaluation (Hill
mented in various Middle East undergraduate programs, students are et al., 2020; Williamson, 2017). According to Levett-Jones (2005), SDL
exposed to a variety of learning methods that build around the has been underlined as an important educational paradigm that has
constructivism approaches including self-learning, critical thinking, gained a lot of attention in recent years, especially in higher education
brainstorming, problem-solving, and participating in educational pro­ (Levett-Jones, 2005).
jects with their peers (Alharbi, 2018). In support of this direction, the SDL has many advantages including greater trust, independence,
American National League for Nursing core competencies for nurse ed­ motivation and preparation to learn about life. Understanding and
ucators emphasize the roles of nursing educators in facilitating the acknowledging how students think, lead themselves, and want to learn
growth and socialization of students by identifying the learning pref­ is critical to the effectiveness of SDL. Thus, SDL enables the students to
erences and needs of individuals in a culturally diverse world. In determine their learning needs based on the situational and professional

* Corresponding author at: 8099 Faisal Bin Fahd Bin Abdelaziz, King Faisal University, Al Hufuf 36362 3366, Saudi Arabia.
E-mail address: [email protected] (N.M. Elcokany).

https://doi.org/10.1016/j.ijans.2022.100490
Received 19 May 2022; Received in revised form 20 September 2022; Accepted 4 October 2022
Available online 5 October 2022
2214-1391/© 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-
nc-nd/4.0/).
R. Salah Dogham et al. International Journal of Africa Nursing Sciences 17 (2022) 100490

characteristics of their chosen field. In addition, the abilities to self- participants were conveniently recruited. Those who were not interested
monitoring and self-assessment are developed through SDL, which has in participating in the study were excluded (18 nursing students). The
been found to be necessary to develop professional competence (Wong confidence level was 95 %, and the margin of error 5 %.
et al., 2021). Many faculty members are also inspired by SDL approach
as it allows nursing students not only to develop competence but also
accountability, responsibility, and assertiveness, all of which are 2.4. Tools
important qualities to have throughout their career paths and allow
them to adapt to the changing educational environment (Noh & Kim, One tool was used to collect data in this study. Part I: Demographic
2019). information included age, gender, social status, education level, types of
Online learning requires the development of specialized abilities to programs and last GPA were collected. Part II: Self Directed Learning
attain good learning outcomes. Students must have a basic under­ Readiness Scale (SDLRS) was developed by Guglielmino (1978), and was
standing of computers and information technology before participating utilized to measure SDL readiness of a learner. It consists of a 58-item,
in an online program. Students with better computer abilities learn more self-report questionnaire that used a 5-point Likert scale (Guglielmino,
in web-based courses (Premkumar et al., 2018). Students were given the 1978). The score from 58 to 201 indicated below-average SDL readiness,
responsibility of creating a hierarchy of preferred learning methods and the score from 202 to 226 indicated average SDL readiness, and the score
approaches, as well as the most utilized, and indicated satisfaction with from 227 to 290 indicated above-average readiness. Part III: Online
the learning strategies they employ (İlçin et al., 2016). learning Self-efficacy, this was adapted from the study of Zimmerman
In an online learning environment, self-efficacy is critical for success. and Kulikowich (2016) (Zimmerman & Kulikowich, 2016). This scale is
Online learning self-efficacy refers to the belief regarding how well an composed of 22 items that measure the online learning self-efficacy of
individual can perform the actions to meet challenges and complete the students in terms of (1) learning in the online environment; (2) time
tasks effectively in the online environment. The literature has shown management; and (3) technology use. It measures on a 6- point Likert
that self-efficacy is significantly linked to students’ academic achieve­ scale from 1 Poor” to 6 “Expert”. The total score ranged from poor
ment. Students with high online learning self-efficacy are more likely to (1–1.83) to Expert (5.16–6).
be successful in online courses (Hodges, 2008, Alivernini & Lucidi,
2011). Students with a high degree of online learning self-efficacy are 2.5. Procedures
more likely to succeed in online courses (Zimmerman & Kulikowich,
2016). The principal investigator (PI) obtained ethical approval from Inaya
National and international investigations has been done to explore Medical College’s Institutional Review Board (IRB) before conducting
SDL in nursing education (Alharbi, 2018; Hill et al., 2020). It has been this study. Both tools were adopted and translated into Arabic language
found that age, culture, gender together with many factors are affecting by the reverse translation method. Before the actual conduction of the
the SDL readiness. In Saudi Arabia, Alharbi has conducted a study in study, pilot testing of the research questionnaire was conducted on 25
King Saud University to assess the SDL readiness of different programs randomly selected students to test the clarity and applicability of the
on nursing students (Alharbi, 2018). That study reported that students tools. Participants of the pilot study were excluded from the study
have a low level of SDL readiness and this may be due to receiving poor sample. Written informed consent was obtained from students after an
preparation in this context during their general school education. explanation of the study’s purpose. Data collection was done utilizing a
According to Alqurashi’s (2016) study, only a few studies focus on structured electronic questionnaire with both English and Arabic
general self-efficacies and the learning dimension in online learning translations. The validity of the questionnaire was obtained by sending it
environments (Alqurashi, 2016). Self-efficacy is influenced by mastery to three experts in nursing education who are both native Arabic and
experience, various experiences, verbal or social persuasion, and phys­ English speakers. The reliability of the whole questionnaire was tested
iological and emotional states (Bandura, 1977). Self-efficacy influences using the Cronbach alpha test (0.89). E-mail and social media were used
personal objectives directly and indirectly and it has been associated to distribute the questionnaire. The students were requested to complete
with learners’ achievement (Alqurashi, 2016). an online questionnaire that was distributed to them. Each student took
SDL readiness of undergraduate nursing students and its relation to between 15 and 20 min to complete it. Data was collected in the period
online learning self-efficacy is still in need of more investigations in from September 2021 to December 2021.
Saudi Arabia. In this regard, this study aimed to assess the relationship
between SDL readiness and online learning self-efficacy among under­
graduate students in Saudi Arabia. 2.6. Data analysis

2. Material & methods Data were analysed using IBM SPSS software package version 26
(Armonk, NY: IBM Corp, 2017). The Kolmogorov-Smirnov test was
2.1. Study design utilized to verify the normality of the data. Qualitative data were
described using number and percent and quantitative data were
This study followed a correlational descriptive research design. described using mean and standard deviation. The significance of the
obtained results was judged at ≤0.05. Furthermore, the Pearson coef­
2.2. Setting ficient was utilized to establish the correlation between two normally
distributed quantitative variables.
This study was carried out at nursing departments of Inaya medical
college; college of applied medical sciences at King Faisal University and 3. Results
college of nursing at King Saud university in the Kingdom of Saudi
Arabia. 3.1. Characteristics of participants

2.3. Study population Out of 282 nursing students, 220 of them were females (78 %), their
mean age was, 24.7 ± 4.96, 66 % of them were single, 72.3 % of those
A total of 282 nursing students agreed to participate in the current students were studying on the regular nursing program on different
study. The study sample size was estimated using Raosoft software and levels in nursing colleges and their last mean score ofGPA was 4.50 ±
the power analysis revealed a sample size of 300 participants. The study 0.60 (Table 1).

2
R. Salah Dogham et al. International Journal of Africa Nursing Sciences 17 (2022) 100490

Table 1 Table 3
Frequency distribution of students’ demographic characteristics (n = 282). Frequency and Percentage Distribution of Students’ Level of SDL Readiness.
Demographic characteristics No % SDLRS* No. %

Sex Below-average SDL readiness (score from 58 to 201) 96 34

Male 62 22
Female 220 78 Average SDL readiness (score from 202 to 226) 75 26.6
Social status
Single 186 66 Above-average SDL readiness (score from 227 to 290) 111 39.4
Married 94 33.3
Divorced 2 0.7
Program *SDLRS: Self-directed learning readiness scale.
Regular 204 72.3
Bridging 78 27.7 environment (r = 0.728, p = 0.00*). On the other hand, there was a weak
Study level
significant positive correlation between that and the other two subscales
Level 1 20 7.1
Level 2 10 3.5 of online learning self-efficacy namely, time management and technol­
Level 3 12 4.3 ogy use (r = 0.317, p = 0.00*) and (r = 0.437, p = 0.00*), respectively.
Level 4 24 8.5 There is also a significant correlation between SDL readiness and overall
Level 5 14 5 online learning self-efficacy (r = 0.641, p = 0.00*) (Table 4, Fig. 1).
Level 6 64 16.3
Level 7 64 22.7
Level 8 92 32.6 4. Discussion
Age
Mean ± SD 24.7 ± 4.96 In this era of massive information-technological advancements and
Last GPA
its corresponding proliferation of exponential knowledge, there seems to
Mean ± SD 4.50 ± 0.60
be a need for the new generation of undergraduate nursing student
SD: standard deviation. population to utilize a mix of both innovative and conventional peda­
gogical strategies to better help them build up their professional
3.2. Online learning self-efficacy competence. SDL is a process by which individuals take the initiative,
with or without the assistance of others, in analysing and identifying
Table 2 shows the students’ mean scores in online learning self- their learning needs, creating learning goals, recognizing human and
efficacy. Among the three subscales, those pertaining to the online material educational resources, choosing and implementing appropriate
environment yielded the highest, with a mean score of 6.92 ± 2.11, learning strategies and evaluating learning outcomes (Finberg & Faure,
interpreted as “expert.” This was followed by the subscale on online 1975).
learning self-efficacy as to technology use, also regarded as “expert,” The findings of the current study revealed that among the three
(5.21 ± 1.34). A “good” online learning self-efficacy as to time man­ subscales, those pertaining to the online environment and technology
agement was also reported with a mean score of 3.5 ± 0.97. The over-all use yielded the highest (6.92 ± 2.11, 5.21 ± 1.34) which is interpreted
online learning self-efficacy of the students was regarded to be at the as expert in online learning self-efficacy. This could be due to the digital
“expert” level with a mean score (5.21 ± 1.26). generation’s familiarity and capability with technology. Expertise in
both subscales is required for the successful implementation of online
3.3. Self-directed learning readiness learning. These findings are congruent with Aldhani et al. study, 2021
which reported that 36 % of the students had good self-efficacy scores
Table 3 displays the frequency and percentage distribution of nursing for learning environment and 68 % of them in technology use. Their
students’ levels of SDL readiness. It can be noted that 111 (39.4 %) of findings also showed that learning satisfaction is a significant predictor
them displayed “above-average readiness;” 96 (34 %) of the students of self-efficacy for learning environment and technology use(Aldhahi
were noted to be below-average, while 75 (26.6 %) have average SDL et al., 2021). On the other side, Tiwari et al, 2021 reported that 77.4 % of
readiness. students had poor online self-efficacy during COVID-19 pandemic in all
subscales as well as the overall score (Tiwari & Srivastava, 2021).
Limiansi & Hadi, 2022 highlighted that students in the disciplines of
3.4. The correlation between SDL readiness and online learning self- science and health should have self-efficacy in online learning, which is
efficacy of nursing students in line with the current study findings (Limiansi & Hadi, 2022).
The current study findings show that almost two-thirds of students
It was found that there was significant positive correlation between range in the above average SDL readiness (39.4 %) and in the average
SDL readiness and online learning self-efficacy as to online learning SDL readiness (26.6 %). This might be because the students have high

Table 2
Description of the Students’ Mean Scores in Online Learning Self-Efficacy. Table 4
Correlation between Self-directed learning readiness and online learning self-
Online Learning Self-Efficacy Scale Mean ± Interpretation
efficacy.
SD
Online learning self-efficacy SDL readiness
Part 1: Online Learning Self-Efficacy as to Time 3.5 ± 0.97 Good
Management Online Learning Self-Efficacy as to Time Management r 0.317**
Part 2: Online Learning Self-Efficacy as to 5.21 ± Expert p 0.00*
Technology Use 1.34 Online Learning Self-Efficacy as to Technology Use r 0.437**
Part 3: Online Learning Self-Efficacy as to Online 6.92 ± Expert p 0.00*
Environment 2.11 Online Learning Self-Efficacy as to Online Environment r 0.728**
Overall online learning self-efficacy 5.21 ± Expert p 0.00*
1.26 Overall Self-directed learning readiness r 0.641**
p 0.00*
Legend:
1.00–1.83 – Poor1.83–2.66 – Fair2.67–3.49 – Good. ** r Pearson correlation is significant at the 0.01 level (2-tailed).
3.50–4.32 – Very Good 4.33–5.15 – Proficient 5.16–6.00 – Expert. * P is significant at P ≤ 0.05.

3
R. Salah Dogham et al. International Journal of Africa Nursing Sciences 17 (2022) 100490

Fig. 1. Correlation between self-directed learning readiness and overall online learning self-efficacy.

GPA and they are old enough to be responsible for their learning. As a 5. Conclusion & recommendations
result, people set aside time to look for instructional materials. They can
also effectively use the library’s online resources and explore the The current study findings concluded that the two thirds of students’
internet for answers to course-related questions (Freedman, 1985). SDL SDL readiness ranges between the average and above the average.
is seen as an adult learning strategy and nursing students are expected to Moreover, students were expert in most of online learning self-efficacy
have SDL skills to pursue lifelong learning (Ojekou & Okanlawon, 2019). subscales such as technology use, online environment, and the overall
These findings are congruent with Singh Indu & Paudel study, 2020 mean score of self-efficacy. The lowest mean score was for the subscale
which reported that more than two-thirds of the nursing students were of time management. Additionally, there is a significant positive corre­
ready for self-directed learning (Singh & Paudel, 2020). On the other lation between SDL readiness and all the subscales of online learning
hand, in Ojekou & Okanlawon’s study reported that the majority of the self-efficacy which addresses self-efficacy as essential part of SDL
study particiants were below average (45.3 %) and average (40.1 %) in readiness.
SDL readiness (Ojekou & Okanlawon, 2019). Furthermore, according to As a result, initiatives to motivate nursing students toward SDL
the Nazarianpirdosti et al. study, 2021, nursing students’ self-directed preparedness must be developed. In addition, it is important to develop
learning was moderate (Nazarianpirdosti et al., 2021). In Mohamed training programs to improve online learning self-efficacy as to time
et al. study, 2017, the research participants agreed that technology management. For properly-designed online education as well as face-to-
supports SDL as it supports lifelong learning beyond the traditional face instruction, the focus should be on learning engagement and
classroom (Mohamad Nasri & Mydin, 2017). collaboration. Nurse educators should gain the essential information,
The current study findings revealed a significant correlation between abilities, and attitudes to improve nursing students’ SDL readiness and
online learning self-efficacy and SDL readiness. This might be because online self-efficacy. A qualitative research methodology could yield
self-efficacy is a key component for SDL readiness and it can enhance more information about students’ SDL readiness and online learning
their self-control and talents. In congruence with that, Saeid & Eslami­ self-efficacy. Similarly, because the current study only looks at the stu­
nejad’s study, 2016 reported a significant correlation between SDL dents’ technical skills, emotional elements can be explored for future
readiness, self-efficacy and learning motivation (Saeid & Eslaminejad, research.
2016). Although the participants were working nurses, unlike our study
on nursing students, a study conducted in Sri Lanka found a link between 6. Implications for practice
SDL preparedness and self-efficacy (Samarasooriya et al., 2019). Unlike
the previous studies that are congruent of the current study, a study The findings of the research have numerous implications for practice.
conducted by Meng et al, 2019 reported that nursing students had low This research leads to possible educational system reforms in Saudi
scores of SDL readiness and not even improving their self-efficacy (Meng Arabia. Students in Saudi Arabia have not traditionally been trained or
et al., 2019). The same findings were published in a research by Jin and encouraged to be self-directed learners. To raise prospective SDLRS,
Ji in 2020 (Jin & Ji, 2021). Saudi Arabia’s educational system should provide courses and/or ac­
This study adopted a correlational descriptive research design to tivities that address the development of self-directed learning skills and
explore relationship between SDL readiness and online learning self- improve SDL ready scores.
efficacy among undergraduate students in Saudi Arabia. The study Attention should be directed toward methods and techniques that
findings highlighted that nursing students were experts in the overall emphasize SDL readiness and online learning self-efficacy could be more
scale of online learning self-efficacy especially those pertaining to the widely applied in nursing education.
use of technology. Moreover, SDL readiness of students was significantly
correlated with all the subscales of online learning self-efficacy (time Ethical considerations
management, technology use, online environment).
The researchers gathered the contact details of students. Once the
participants were identified, they were informed through informed
consent. This included the description of the research process and

4
R. Salah Dogham et al. International Journal of Africa Nursing Sciences 17 (2022) 100490

information about confidentiality. By assigning participants codes, they Freedman, J. A. (1985). Reflections of a teacher of adults. New Directions for Adult and
Continuing Education, 1985(26). https://doi.org/10.1002/ace.36719852611
were able to maintain their anonymity and privacy. This information
Guglielmino, L.M., 1978. Development of the Self-Directed Learning Readiness Scale
was accessible only to researchers. There was no risk or danger to the (Doctoral dissertation, University of Georgia). Dissertation Abstracts International,
participants. They were permitted to withdraw from the study at any 38.
moment. Hill, M., Peters, M., Salvaggio, M., Vinnedge, J., & Darden, A. (2020). Implementation
and evaluation of a self-directed learning activity for first-year medical students.
Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.1717780
Funding Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A
review of the literature and directions for research. Performance Improvement
Quarterly, 20(3–4). https://doi.org/10.1002/piq.20001
The study did not receive any funding; the whole study was self- İlçin, M., Tomruk, N., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2016). The
funded. relationship between learning styles and academic performance in Turkish
physiotherapy students. Physiotherapy, 102. https://doi.org/10.1016/j.
physio.2016.10.084
CRediT authorship contribution statement Jin, M., & Ji, C. (2021). The correlation of metacognitive ability, self-directed learning
ability and critical thinking in nursing students: A cross-sectional study. Nursing
Open, 8(2). https://doi.org/10.1002/nop2.702
Rawhia Salah Dogham: Conceptualization, Data curation, Formal
Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for
analysis, Investigation, Methodology, Project administration, Resources, undergraduate nursing education. Nurse Education Today, 25(5). https://doi.org/
Software, Supervision, Validation, Visualization, Writing – original 10.1016/j.nedt.2005.03.003
draft, Writing – review & editing. Nermine M. Elcokany: Data curation, Limiansi, K., Hadi, S., 2022. Students Self-Efficacy Profile in Online Learning.
Proceedings of the 5th International Conference on Current Issues in Education
Investigation, Formal analysis, Writing – review & editing. Asmaa (ICCIE 2021), 640. doi: 10.2991/assehr.k.220129.016.
Saber Ghaly: Writing – review & editing. Thoraya Mohamed Abde­ Meng, L. N., Zhang, X. H., Lei, M. J., Liu, Y. Q., Liu, T. T., & Jin, C. D. (2019).
laziz Dawood: Writing – review & editing. Fahad M Aldakheel: Data Relationship between self-directed learning readiness, learning attitude, and self-
efficacy of nursing undergraduates. Frontiers of Nursing, 6(4). https://doi.org/
curation, Investigation, Methodology, Writing – review & editing. Maria 10.2478/FON-2019-0043
Blesilda B. Llaguno: . Dalia M. Mohsen: Data curation, Investigation, Mohamad Nasri, N., & Mydin, F. (2017). University students’ view of self-directed
Methodology, Writing – review & editing. learning in an online learning context. Advances in Social Sciences Research Journal, 4
(24).
Nazarianpirdosti, M., Janatolmakan, M., Andayeshgar, B., & Khatony, A. (2021).
Declaration of Competing Interest Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and
Meta-Analysis. In Education Research International (Vol. 2021). doi: 10.1155/2021/
2112108.
The authors declare that they have no known competing financial Noh, G. O., & Kim, D. H. (2019). Effectiveness of a self-directed learning program using
interests or personal relationships that could have appeared to influence blended coaching among nursing students in clinical practice: A quasi-experimental
research design. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-
the work reported in this paper. 019-1672-1
Ojekou, G. P., & Okanlawon, F. A. (2019). Nursing Students’ Readiness for Self-Directed
Acknowledgements Learning and Its Effect on Learning Outcome in South-West Nigeria. Open J. Nurs., 09
(06). https://doi.org/10.4236/ojn.2019.96048
Premkumar, K., Vinod, E., Sathishkumar, S., Pulimood, A. B., Umaefulam, V., Prasanna
Authors appreciate the research assistants and heads of the facilities Samuel, P., & John, T. A. (2018). Self-directed learning readiness of Indian medical
both at all colleges who supported the data collection process and students: a mixed method study. BMC Med. Educ., 18(1). https://doi.org/10.1186/
s12909-018-1244-9
thanked the students who were the respondents. Saeid, N., & Eslaminejad, T. (2016). Relationship between student’s self-directed-
learning readiness and academic self-efficacy and achievement motivation in
References students. Int. Educ. Stud., 10(1). https://doi.org/10.5539/ies.v10n1p225
Samarasooriya, R. C., Park, J., Yoon, S. H., Oh, J., & Baek, S. (2019). Self-directed
learning among nurse learners in Sri Lanka. J. Continuing Educ. Nurs., 50(1). https://
Aldhahi, M. I., Baattaiah, B. A., & Alqahtani, A. S. (2021). Predictors of electronic doi.org/10.3928/00220124-20190102-09
learning self-efficacy: A cross-sectional study in Saudi Arabian Universities. Frontiers Singh, I., & Paudel, B. (2020). Readiness for self-directed learning among nursing
in Education, 6. https://doi.org/10.3389/feduc.2021.614333 students in a medical college, Chitwan. Journal of Chitwan Medical College, 10(1).
Alharbi, H. A. (2018). Readiness for self-directed learning: How bridging and traditional https://doi.org/10.3126/jcmc.v10i1.28066
nursing students differs? Nurse Education Today, 61. https://doi.org/10.1016/j. Tiwari, S. K., & Srivastava, S. P. (2021). Self-efficacy of online learning among nursing
nedt.2017.12.002 students during COVID-19 pandemic. Int. J. Community Med. Public Health, 8(9).
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, https://doi.org/10.18203/2394-6040.ijcmph20213549
motivation, academic achievement, and intention to drop out of high school: A Williamson, S. (2017). Student evaluation of the usefulness of the self-rating scale of self-
longitudinal study. Journal of Educational Research, 104(4). https://doi.org/ directed learning tool in the FdSc in health and social care course. J. Healthcare
10.1080/00220671003728062 Commun., 02(04). https://doi.org/10.4172/2472-1654.100089
Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Wong, F. M. F., Tang, A. C. Y., & Cheng, W. L. S. (2021). Factors associated with self-
Contemporary Issues in Education Research (CIER), 9(1). https://doi.org/10.19030/ directed learning among undergraduate nursing students: a systematic review. Nurse
cier.v9i1.9549 Education Today, 104. https://doi.org/10.1016/j.nedt.2021.104998
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students
Psychological Review, 84(2). https://doi.org/10.1037/0033-295X.84.2.191 with and without online learning experience. Am. J. Distance Education, 30(3).
Finberg, B. D., & Faure, E. (1975). Learning to be: The world of education today and https://doi.org/10.1080/08923647.2016.1193801
tomorrow. Leonardo, 8(4). https://doi.org/10.2307/1573042

View publication stats