Objective: To investigate the factors that influence undergraduate Sudanese nursing students' academic achievement.
Methods: An online survey was conducted among 235 Sudanese nursing students using several scales and questionnaires to assess cognitive, affective, and psychomotor domains of academic achievement, self-regulated learning (S.R.L.), engagement, academic stress, and grade point average (GPA). A hierarchical multiple linear regression model was used to identify the predictors of academic achievement.
Results: Academic achievement was significantly correlated with SRL (r = 0.588, p
Key words: Distance learning, nursing education, self-regulated learning, academic achievement, Sudan.
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