Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context

Self-regulated learning (SRL) can enhance students’ learning process. Students need support to effectively regulate their learning. However, the effect of learning climate on SRL behavior, its ultimate effect on learning and the underlying mechanisms have not yet been established. We explored these relationships using self-determination theory. Nursing students (N = 244) filled in questionnaires about SRL behavior, perceived learning, perceived pedagogical atmosphere and Basic Psychological Needs (BPN) satisfaction after their clinical placement. Structural equation modelling was used to test a model in which perceived pedagogical atmosphere affects SRL behavior and subsequent perceived learning through BPN satisfaction. The tested model had an adequate fit (RMSEA = 0.080, SRMR = 0.051; CFI = 0.972; TLI = 0.950). A positively perceived pedagogical atmosphere contributed to SRL behavior, which was fully explained by BPN satisfaction. SRL partially mediated the contribution of pedagogical atmosphere/BPN to perceived learning. A learning climate that satisfies students’ BPN contributes to their SRL behavior. SRL behavior plays a positive but modest role in the relationship between climate and perceived learning. Without a culture that is supportive of learning, implementation of tools to apply SRL behavior may not be effective. Study limitations include reliance on self-report scales and the inclusion of a single discipline.

自我调节学习（Self-regulated learning，SRL）能够优化学生的学习过程。学生需要得到支持以有效调节其学习行为。然而，学习氛围对自我调节学习行为的影响、其对学习的最终影响及其潜在机制尚未得到明确证实。本研究采用自我决定理论，探讨了这些关系。纳入研究的护理专业学生（N=244）在临床实习后填写了关于自我调节学习行为、感知学习、感知教学氛围及基本心理需求（Basic Psychological Needs，BPN）满足度的问卷。采用结构方程模型对感知教学氛围通过BPN满足度影响自我调节学习行为及随后感知学习的过程进行了检验。检验的模型拟合度良好（RMSEA = 0.080，SRMR = 0.051；CFI = 0.972；TLI = 0.950）。积极的感知教学氛围有助于自我调节学习行为，这一行为完全由BPN满足度解释。自我调节学习在调节教学氛围/BPN对感知学习的贡献中起到了部分中介作用。满足学生基本心理需求的学习氛围有助于促进其自我调节学习行为。自我调节学习行为在气候与感知学习之间的关系中扮演着积极但作用有限的角色。若缺乏支持学习的文化，应用自我调节学习行为的工具可能无法有效实施。研究局限性包括对自我报告尺度的依赖以及单一学科纳入。