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Aim/objective <p>This study aimed to examine the role of perceived academic mentorship and self-efficacy in enhancing self-directed learning readiness (SDLR) among undergraduate nursing students.</p> Background <p>Self-directed learning readiness is essential for nursing students to effectively manage their learning in complex and evolving healthcare environments. While academic mentorship and self-efficacy have been associated with learning outcomes, their combined relationships with SDLR remain insufficiently explored.</p> Methods <p>A descriptive correlational cross-sectional design was used. Data were collected from 500 undergraduate nursing students at the Faculty of Nursing, Damanhour University, Egypt, during the 2025–2026 academic year. Data were collected using three validated self-report scales measuring perceived academic mentorship, self-directed learning readiness, and self-efficacy. Data were analyzed using descriptive statistics, correlation, regression, and mediation analysis.</p> Results <p>Perceived academic mentorship showed moderate positive correlations with self-directed learning readiness (<i>r</i> = 0.48, <i>p</i> &lt; 0.01) and self-efficacy (<i>r</i> = 0.52, <i>p</i> &lt; 0.01), while self-efficacy was also positively correlated with SDLR (<i>r</i> = 0.46, <i>p</i> &lt; 0.01). Regression analysis indicated that demographic and academic variables explained 26.9% of the variance in SDLR. Mediation analysis revealed that self-efficacy partially mediated the relationship between perceived academic mentorship and SDLR (β = 0.15, 95% CI [0.10–0.20]).</p> Conclusions <p>The findings indicate that students’ readiness for self-directed learning is not shaped by academic mentorship alone, but by how mentorship experiences translate into stronger beliefs in their ability to manage learning demands. This suggests that efforts to enhance students’ readiness for self-directed learning should prioritize mentorship approaches that move beyond guidance alone toward intentionally fostering students’ confidence, independence, and engagement in their learning processes.</p> Clinical trial number <p>Not applicable.</p>

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The role of academic mentorship and self-efficacy in enhancing self-directed learning readiness among undergraduate nursing students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月14日

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  • Ghada Mohamed Attia Sherif,
  • Samar AbdelRazek Younes ElSayed,
  • Ahmed Abdelwahab Ibrahim El-Sayed,
  • Ahmed Shaaban Attia,
  • Naglaa Alsaied Mostafa Alfauomy

摘要

Aim/objective

This study aimed to examine the role of perceived academic mentorship and self-efficacy in enhancing self-directed learning readiness (SDLR) among undergraduate nursing students.

Background

Self-directed learning readiness is essential for nursing students to effectively manage their learning in complex and evolving healthcare environments. While academic mentorship and self-efficacy have been associated with learning outcomes, their combined relationships with SDLR remain insufficiently explored.

Methods

A descriptive correlational cross-sectional design was used. Data were collected from 500 undergraduate nursing students at the Faculty of Nursing, Damanhour University, Egypt, during the 2025–2026 academic year. Data were collected using three validated self-report scales measuring perceived academic mentorship, self-directed learning readiness, and self-efficacy. Data were analyzed using descriptive statistics, correlation, regression, and mediation analysis.

Results

Perceived academic mentorship showed moderate positive correlations with self-directed learning readiness (r = 0.48, p < 0.01) and self-efficacy (r = 0.52, p < 0.01), while self-efficacy was also positively correlated with SDLR (r = 0.46, p < 0.01). Regression analysis indicated that demographic and academic variables explained 26.9% of the variance in SDLR. Mediation analysis revealed that self-efficacy partially mediated the relationship between perceived academic mentorship and SDLR (β = 0.15, 95% CI [0.10–0.20]).

Conclusions

The findings indicate that students’ readiness for self-directed learning is not shaped by academic mentorship alone, but by how mentorship experiences translate into stronger beliefs in their ability to manage learning demands. This suggests that efforts to enhance students’ readiness for self-directed learning should prioritize mentorship approaches that move beyond guidance alone toward intentionally fostering students’ confidence, independence, and engagement in their learning processes.

Clinical trial number

Not applicable.