Abstract
Self-regulation is an important aspect of learning. Students who are capable of self-regulation, plan self-monitoring at different points during the process of knowledge acquisition to increase their likelihood of success and knowledge retention. Using self-monitoring, self-instruction, and self-evaluation processes enables students to become decisive in their learning. Previous studies have confirmed that self-regulated students have great success in college courses, and provided evidence for the positive benefits of self-regulation interventions. Still, nursing education lacks empirical research that focuses on self-regulation quality. The current study explored individual differences in third and fourth-year nursing students' perceptions of self-regulation profiles in Saudi Arabia before and after the use of a researcher developed self-regulation intervention.
Sigma Membership
Alpha Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Clinical Setting, Nursing Students, Learning Stategies, Motivation
Advisor
Rose Rossi
Second Advisor
Mary Baumberger-Henry
Third Advisor
Jean Klein
Fourth Advisor
Stephanie Jeffers
Degree
PhD
Degree Grantor
Widener University
Degree Year
2022
Recommended Citation
Alnasser, Zahra, "The effect of a specific teaching intervention on the perceptions of self-regulation in undergraduate baccalaureate nursing students in Saudi Arabia" (2022). Dissertations. 222.
https://www.sigmarepository.org/dissertations/222
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-07-28
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29162027; ProQuest document ID: 2659276759. The author still retains copyright.