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Background <p>Academic self-efficacy, educational stress, and academic motivation are key psychological factors influencing nursing students’ academic performance and learning experiences. However, the relationships among these variables have not been sufficiently examined in nursing education.</p> Aim <p>This study aimed to examine the relationships among academic self-efficacy, educational stress, and academic motivation in nursing students.</p> Methods <p>This study was conducted with nursing students at Fırat University Faculty of Health Sciences in Elazığ, Turkey, during the autumn semester of the 2023–2024 academic year. A total of 519 nursing students were included in this cross-sectional correlational study. Data were collected using a personal information form, the Academic Self-Efficacy Scale, the Educational Stress Scale, and the Academic Motivation Scale. The data were analyzed using structural equation modeling (SEM).</p> Results <p>The mean levels indicated that academic self-efficacy and academic motivation were moderate to high, while educational stress was at a moderate level.The results of the SEM indicated that academic self-efficacy was significantly associated with educational stress (β = -0.329, <i>p</i> &lt; .001) and academic motivation (β = 0.621, <i>p</i> &lt; .001). Educational stress was also significantly associated with academic motivation (β = 0.197, <i>p</i> &lt; .001). In addition, educational stress partially mediated the relationship between academic self-efficacy and academic motivation (β = -0.063, <i>p</i> &lt; .01). The total effect of academic self-efficacy on academic motivation was significant (β = 0.560, <i>p</i> &lt; .001). The model explained 10% of the variance in educational stress and 34% of the variance in academic motivation.</p> Conclusions <p>The findings indicated that academic self-efficacy plays an important role in reducing educational stress and increasing academic motivation among nursing students. Educational stress showed a positive association with academic motivation and partially mediated the relationship between academic self-efficacy and academic motivation. These results suggest that strengthening academic self-efficacy may improve students’ motivation and stress levels. Future studies should use longitudinal and multi-center designs to confirm these relationships.</p>

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The relationships among academic self-efficacy, educational stress, and academic motivation in nursing students: a structural equation modeling analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月6日

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  • Gülcan Bahçeci̇oğlu Turan,
  • Müslim Alanoğlu,
  • Songül Karabatak

摘要

Background

Academic self-efficacy, educational stress, and academic motivation are key psychological factors influencing nursing students’ academic performance and learning experiences. However, the relationships among these variables have not been sufficiently examined in nursing education.

Aim

This study aimed to examine the relationships among academic self-efficacy, educational stress, and academic motivation in nursing students.

Methods

This study was conducted with nursing students at Fırat University Faculty of Health Sciences in Elazığ, Turkey, during the autumn semester of the 2023–2024 academic year. A total of 519 nursing students were included in this cross-sectional correlational study. Data were collected using a personal information form, the Academic Self-Efficacy Scale, the Educational Stress Scale, and the Academic Motivation Scale. The data were analyzed using structural equation modeling (SEM).

Results

The mean levels indicated that academic self-efficacy and academic motivation were moderate to high, while educational stress was at a moderate level.The results of the SEM indicated that academic self-efficacy was significantly associated with educational stress (β = -0.329, p < .001) and academic motivation (β = 0.621, p < .001). Educational stress was also significantly associated with academic motivation (β = 0.197, p < .001). In addition, educational stress partially mediated the relationship between academic self-efficacy and academic motivation (β = -0.063, p < .01). The total effect of academic self-efficacy on academic motivation was significant (β = 0.560, p < .001). The model explained 10% of the variance in educational stress and 34% of the variance in academic motivation.

Conclusions

The findings indicated that academic self-efficacy plays an important role in reducing educational stress and increasing academic motivation among nursing students. Educational stress showed a positive association with academic motivation and partially mediated the relationship between academic self-efficacy and academic motivation. These results suggest that strengthening academic self-efficacy may improve students’ motivation and stress levels. Future studies should use longitudinal and multi-center designs to confirm these relationships.