Purpose: This study sought to identify the influence of metacognition, learning motivation, and academic self-efficacy on the self-directed learning ability of nursing students. Methods: A descriptive study design was used, and data were collected using self-reported questionnaires from 194 nursing students. Statistical analyses, including independent t-test, one-way ANOVA, Pearson's correlation, and multiple regression analysis, were performed using SPSS 26.0. Results: Metacognition, learning motivation, and academic self-efficacy significantly predicted nursing students' self-directed learning ability, accounting for 66.3% of the variance. Conclusion: Interventions to improve the self-directed learning ability of nursing students should focus on enhancing metacognition, learning motivation, and academic self-efficacy.
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연구방법
연구결과
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