- Journal of Nursing Education
- June 2012 - Volume 51 · Issue 6: 353-357
Pathophysiology is a difficult course both for students to take and for instructors to teach. However, little research has explored learner characteristics that teachers may address through targeted instruction to make both the teaching and learning experience better. This study examined the influence of students’ causal attributions for success on their self-regulated learning, which is strongly associated with positive learning outcomes. Results indicated that ability, effort, and luck attributions for success collectively influenced Pathophysiology students’ self-regulated learning and that ability was the most potent influence. The findings and the implication for teaching are discussed.
Dr. Dunn is Assistant Professor of Educational Psychology, Educational Statistics and Research Methods, and Dr. Osborne is Assistant Professor, Eleanor Mann School of Nursing, University of Arkansas, Fayetteville, Arkansas; and Ms. Link is Doctoral Candidate, Educational Psychology and Research, University of Memphis, Nashville, Tennessee.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Karee E. Dunn, PhD, Assistant Professor of Educational Psychology, Educational Statistics and Research Methods, University of Arkansas, 248 Graduate Education Building, Fayetteville, AR 72701; e-mail: .email@example.com