Spotlighting the Atychiphobia among nursing Students: the role of online self-efficacy and self-regulated learning.

BACKGROUND

Online learning has become an essential component of nursing education, necessitating strong self-regulation and confidence in digital environments. However, psychological barriers such as atychiphobia (fear of failure) can hinder academic success.

OBJECTIVE

This study examines the relationships between Online Self-Efficacy, Self-Regulated Learning, and atychiphobia among nursing students and explores the mediating role of OSE in the association between SRL and atychiphobia.

METHODS

A cross-sectional study was conducted among 500 nursing students. Data were collected using validated scales measuring OSE, SRL, and atychiphobia. Pearson correlation and mediation analyses were performed to assess direct, indirect, and total effects.

RESULTS

The findings indicate a significant positive correlation between OSE and SRL (r = 0.549, p < .01) and a moderate negative correlation between OSE and atychiphobia (r = -0.258, p < .01). Similarly, SRL was negatively correlated with atychiphobia (r = -0.232, p < .01). Mediation analysis revealed that OSE significantly mediated the relationship between SRL and atychiphobia, strengthening their negative association (indirect effect = -3.503, p < .001).

CONCLUSION

Enhancing online self-efficacy plays a pivotal role in improving self-regulated learning and mitigating atychiphobia among nursing students. Educational strategies should focus on fostering digital confidence and self-regulation skills to optimize students' academic performance in online learning environments.