Relations between active coping and professional self-efficacy of undergraduate nursing students: mediating role of social support and professional identity
ZHAI Yuelin, PAN Guanghua
College of Health Sciences, Shandong University of Traditional Chinese Medicine, Jinan 250355 , Shandong Province, China
Abstract：Objective To explore the relations between active coping and professional self-efficacy of undergraduate nursing students, and understand the intermediary role of perceived social support and professional identity. Methods A total of 945 undergraduate nursing students were investigated with simple coping style scale, perceived social support scale, professional identity scale of nursing students, and professional self-efficacy scale. The relevant data were statistically analyzed. Results There were significant differences in active coping, perceived social support, and professional identity among different grades, and in perceived social support between genders. The active coping, perceived social support, professional identity, and professional self-efficacy of undergraduate nursing students were pairwise positively correlated. Active coping positively predicted career self-efficacy. Perceived social support and professional identity had significant mediating effects between active coping and professional self-efficacy of undergraduate nursing students. The chain mediating effect of perceived social support and professional identity was significant. Conclusion Active coping of undergraduate nursing students can directly affect their professional self-efficacy. Active coping affects professional self-efficacy of undergraduate nursing students by perceived social support or professional identity individually, and also by chain effect of perceived social support and professional identity.
翟玥霖，潘光花. 本科护生积极应对与职业自我效能的关系：领悟社会支持和职业认同的链式中介作用[J]. 教育生物学杂志, 2024, 12(2): 132-.
ZHAI Yuelin, PAN Guanghua. Relations between active coping and professional self-efficacy of undergraduate nursing students: mediating role of social support and professional identity. JOURNAL OF BIO-EDUCATION, 2024, 12(2): 132-.
