There are variations in learning styles and approaches among students could explain many differences in students’ acquisition of knowledge. Hence, learning approaches, academic achievement are significant factors that influences on students’ activities, effort and persistence, and it can help predict their motivation and self efficacy. Aim: The present study was aimed to assess learning styles, learning approaches, academic achievement factors and self-efficacy among nursing students. Methods: The study was conducted at the Faculty of Nursing at Benha University. The total sample 376 nursing students at fourth academic year 2018/2019. Design: Descriptive correlational design was utilized. Tools of data collection: Five tools were employed in this study, Personal Data Questionnaire, Students’ Learning Styles Questionnaire, The Revised two-factor Study Process Questionnaire, Academic Achievement Factors Questionnaire and Student Self Efficacy Scale. Result: The major finding of this study that the majority of nursing students reported that they prefer kinesthetic/ tactile learning style that followed by auditory preference and finally visual preference. And 80.3% of nursing students reported for deep learning approach and 65.4% of them reported for surface learning approach. Also, the highest academic achievement factor was Support by family and friends & Support for student’s learning in classroom. And (79.2%) of nursing students had high level of self efficacy, while 15.9% of them had moderate level of self efficacy and only 4.9% of them had low level of self efficacy. Conclusion: There was a statistical significant positive correlation between total level of nursing students` self efficacy and learning styles, learning approach, academic achievement factors. Recommendations: The Nursing curriculum should combine leaning activities that support nursing students in developing self-efficacy, which donated the nursing students an opportunity to think more positively and confidently about themselves and It is needed to ascertain the other factors to advance academic achievement and academic performance as affective commitment, motivation, and self-esteem. |
