The Effect of Perceived Meaning of Life and Social Support of Nursing Students on Academic/Career Decision-making Self-efficacy

Background/Objectives: This study is conducted in order to acknowledge nursing student’s self-efficacy in relation to perceived meaning of life and social support, compare variable’s correlation and factors affecting nursing student’s self-efficacy thus providing fundamental data for nursing intervention to promote nursing student’s self-efficacy. Methods/Statistical Analysis: Our subject was 319 freshman and sophomore students in nursing major from S University in G region, and C University in C region, and we studied via descriptive research study. Data is collected through survey answered from April 3rd to 7th, 2017. Questionnaire consisted of total 97 questions categorize into; 9 Questions concerning General Characteristics, 10 Questions for the ‘Meaning of Life’ from MLQ tools, 25 questions for the ‘Social Support’ based on tool developed by Park and later modified, supplemented by Kim, 25 Questions for the ‘Career decision-making Self-efficacy’ from CDMSES-SF tools, and28 questions to measure ‘Academic Self-efficacy’ through self-efficacy scale developed and verified by Kim and Park. Findings: General Characteristics of the subjects were as followed; female 273(14.45%), and 1st grader 156(48.9%), 2nd grader 163(51.1%). In age groups, 272 students (85.3%)were under 24, consisting majority of the group, student answered yes to religion was 216(67.7%) and no was 103(32.3%). Meaning of life scored mean score of 5.09(SD=0.73) out of 1-7 scale, and among the sub-factors, ‘Meaning search’ was the higher than ‘Meaning discovery’. Mean score of ‘Attribution Style’ was 3.37(SD=0.31) within 1-5 scale, ‘Ability’ was the highest sub-factor. Mean score of ‘Academic Self-efficacy’ scored 3.07(SD=0.41) within 1-5 scale, the ‘Self-control efficacy’ was highest sub-factor. Factors relevant to ‘Academic Self-efficacy’ of the undergraduate students were ‘Meaning of Life’ and ‘Attribution Style’ (r=.135, p<.05).‘Attribution Style’ and ‘Academic Self-efficacy’ showed no correlation with sub-factors except for Self-control(r=.162, p<.05) and Confidence(r=.-141, p<.05). As a result of multiple regression analysis, factors influencing student’s Academic Self-efficacy were Meaning of Life, Meaning Discovery, Ability, Ohers, Luck as in order, have explanation power of 15%. Improvements/Applications: In education, we should also consider undergraduate student’s perceived meaning of life, and attribution style factors for them to be capable of using positive coping strategy promoting their academic self-efficacy. All the factors relevant to nursing student’s self-efficacy including meaning of life and social support, career decision-making self-efficacy, academic self-efficacy, and social support and career decision-making self-efficacy, academic self-efficacy, and career decision self-efficacy and academic self-efficacy showed pure correlation. As a result of multiple regression analysis, Influence factor of nursing student’s career decision-making self-efficacy included meaning of life, academic self-efficacy, social support, and incentives to admission(recommendation) in order, these factors 40.4% explanation power to nursing student’s career decision-making self-efficacy. And also, influence factor of nursing student’s academic self-efficacy included career decision-making self-efficacy, sex(male), social support, regular activity(no), regular diet(no), and meaning of life in order, these factors 39.9% explanation power to nursing student’s academic self-efficacy. Improvements/Application: Thus further plan to promote self-efficacy of students in nursing major should consider meaning of life and social support variables.