Role of Learning Approaches and Reflective Thinking on Academic Performance among Nursing Students
DOI:
https://doi.org/10.56294/saludcyt20251437Keywords:
Academic performance, Learning approaches, Reflective thinking, Nursing studentsAbstract
Introduction: One of the most crucial metrics for assessing education is academic achievement. Students' academic performance is known to be influenced by a number of factors. The purpose of this study was to investigate factors associated with nursing students' good academic achievement.
Methods: A descriptive cross-sectional study was carried out with 168 male and female students chosen from various nursing faculty levels at Prince Sattam Bin Abdualziz University. Students' grade point average, the Reflective Thinking Questionnaire, and the Revised Study Process Questionnaire were used to gather data directly from the students. A student was considered to have great academic accomplishment if their cumulative final grades over time had a high average value.
Results: The results showed that excellent academic achievement was present in 77.4% of the overall student body. While body mass index was the only independent negative predictor of higher academic achievement (0.049), students' learning approaches, reflective thinking, and lack of chronic disease were statistically significant independent positive predictors of higher academic achievement.
Conclusions: According to the study's findings, there was a highly significant statistical relationship between students' academic accomplishment and their learning strategies and reflective thinking. Higher academic achievement is positively predicted by students' learning styles, introspective thinking, and lack of chronic illnesses.
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Copyright (c) 2025 Elsayeda Hamdy Nasr Abdelhalim, Mohamed Gamal Elsehrawy, Samah Alsaid Ahmed Moawd (Author)
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The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
