NURSING STUDENTS WITH PSYCHOLOGICAL CAPITAL: THE ROLE OF SELF-REGULATED LEARNING IN ACADEMIC ADJUSTMENT
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Abstract
The COVID-19 pandemic has impacted the field of education due to changes in the learning system from online to offline. The shift in the learning system has resulted in nursing students needing to readjust academically because they face academic, health, social, and internal challenges. This research aims to determine the role of self-regulated learning in academic adjustment with psychological capital as a moderator among nursing students during the COVID-19 endemic period. The participants in this study were 171 individuals aged 18-29 years, both male and female, enrolled as nursing students. This research employed a quantitative research method using The Modified Motivated Strategies for Learning Questionnaire (MSLQ) to measure self-regulated learning, the Academic Adjustment Questionnaire (AAQ) to measure academic adjustment, and the academic version of the Psychological Capital Questionnaire (PCQ) to measure psychological capital. Data analysis was conducted using Moderated Regression Analysis, showing that psychological capital did not moderate the relationship between self-regulated learning and academic adjustment. Self-regulated learning contributed to nursing students' academic adjustment during the COVID-19 endemic period by 5.9%. Based on the results, the dimensions of self-regulated learning that contributed to academic adjustment were self-orientation and feedback-seeking, while critical thinking and self-regulation did not play a significant role. Additionally, another finding of this research is that psychological capital was not a moderator in the relationship between self-regulated learning and academic adjustment.
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