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<p>Learning engagement and academic emotions are critical factors influencing the academic performance of university students. Previous studies have shown that undergraduate nursing students generally exhibit lower levels of learning engagement, along with a higher prevalence of negative low-arousal academic emotions compared to their non-nursing peers. This study aimed to examine the effects of reflective diary writing on learning engagement and academic emotions among undergraduate nursing students. A quasi-experimental design was adopted, with the entire cohort of nursing students enrolled in 2020 at a selected university serving as participants. Following a four-week instructional period, a reflective diary writing intervention was implemented. Changes in learning engagement and academic emotions were assessed using validated questionnaires before and after the intervention. The results indicated a significant improvement in learning engagement post-intervention (t = − 9.92, 95% CI [− 4.36, − 2.89], <i>p</i> &lt; .001, d = 1.24). Regarding academic emotions, significant increases were observed in both positive activity orientation (t = − 8.64, 95% CI [− 1.90, − 1.18], <i>p</i> &lt; .001, d = 1.07) and positive outcome orientation (t = − 6.42, 95% CI [− 1.12, − 0.59], <i>p</i> &lt; .001, d = 0.80). Conversely, significant reductions were found in negative activity orientation (t = 5.74, 95% CI [1.11, 2.31], <i>p</i> &lt; .001, d = − 0.71) and negative outcome orientation (t = 4.35, 95% CI [0.81, 2.19], <i>p</i> &lt; .001, d = − 0.54). In conclusion, reflective diary writing effectively enhances learning engagement, promotes positive academic emotions, and reduces negative emotions among nursing students. These findings support the use of reflective diary writing as an evidence-based educational intervention in nursing education.</p>

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Effects of reflective diaries guided by Kolbs experiential learning theory on learning engagement and academic emotions in nursing undergraduates a quasi-experimental study

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  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Fu Zhaoquan,
  • Wang Yaping,
  • Pei Jiayu

摘要

Learning engagement and academic emotions are critical factors influencing the academic performance of university students. Previous studies have shown that undergraduate nursing students generally exhibit lower levels of learning engagement, along with a higher prevalence of negative low-arousal academic emotions compared to their non-nursing peers. This study aimed to examine the effects of reflective diary writing on learning engagement and academic emotions among undergraduate nursing students. A quasi-experimental design was adopted, with the entire cohort of nursing students enrolled in 2020 at a selected university serving as participants. Following a four-week instructional period, a reflective diary writing intervention was implemented. Changes in learning engagement and academic emotions were assessed using validated questionnaires before and after the intervention. The results indicated a significant improvement in learning engagement post-intervention (t = − 9.92, 95% CI [− 4.36, − 2.89], p < .001, d = 1.24). Regarding academic emotions, significant increases were observed in both positive activity orientation (t = − 8.64, 95% CI [− 1.90, − 1.18], p < .001, d = 1.07) and positive outcome orientation (t = − 6.42, 95% CI [− 1.12, − 0.59], p < .001, d = 0.80). Conversely, significant reductions were found in negative activity orientation (t = 5.74, 95% CI [1.11, 2.31], p < .001, d = − 0.71) and negative outcome orientation (t = 4.35, 95% CI [0.81, 2.19], p < .001, d = − 0.54). In conclusion, reflective diary writing effectively enhances learning engagement, promotes positive academic emotions, and reduces negative emotions among nursing students. These findings support the use of reflective diary writing as an evidence-based educational intervention in nursing education.