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| The effect of achievement motivation on learning agility of nursing students: The mediating effect of self-leadership |
| Kyun-Hee Yim, Insook Lee |
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J Korean Acad Soc Nurs Educ. 2021;27(1):80-90. Published online February 28, 2021 DOI: https://doi.org/10.5977/jkasne.2021.27.1.80 |
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The effect of achievement motivation on learning agility of nursing students: The mediating effect of self-leadership The Journal of Korean Academic Society of Nursing Education. 2021;27(1):80-90  The mediating effect of self-leadership on the media literacy and learning agility of nursing students based on the experiences of online classes during the COVID-19 pandemic The Journal of Korean Academic Society of Nursing Education. 2021;27(4):359-368 Motivation inspiring confidence: effect of scenario-based learning on self-confidence among prelicensure nursing students Teaching and Learning in Nursing. 2023; The effect of game-based learning on academic achievement motivation of elementary school students Learning and Motivation. 2019;68:101592 On the Effect of Goal Setting on Self-Directed Learning, Achievement Motivation, and Academic Achievement among Students Modern Applied Science. 2016;11(1):37 The Influence of Leadership Life Skills and Achievement Motivation on Self-leadership in Nursing Students Journal of Korean Academy of Nursing Administration. 2017;23(5):494 Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction Child Health Nursing Research. 2019;25(2):205-213 The effect of social networks on academic self-handicapping with the mediating role of self-regulatory learning strategies and academic achievement among EFL students Frontiers in Psychology. 2022;13: The Effect of Motivation and Learning Style on Students' Mathematics Learning Achievement Jurnal Basicedu. 2022;6(3):3554-3562 The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects Nurse Education Today. 2015;35(3):432-438 |
