This page was translated automatically from Turkish. Read the original

This page is an AI-assisted Turkish summary of the study presented at the 26th World Congress of Psychiatry. The study belongs to the presenting authors; please refer to the original source when citing it.

EV0525

Psychological factors associated with academic functioning among undergraduate nursing students in Sri Lanka: a cross-sectional study

PSYCHOLOGICAL FACTORS ASSOCIATED WITH ACADEMIC FUNCTIONING AMONG UNDERGRADUATE NURSING STUDENTS IN SRI LANKA: A CROSS-SECTIONAL STUDY

Academic self-efficacy was the only independent predictor of semester grade point average, but, contrary to expectations, the association was negative.

The aim was to examine the relationships between grit, growth mindset, academic self-efficacy, and academic achievement among undergraduate nursing students. This descriptive cross-sectional study included 326 undergraduate students using total population sampling; the mean age was 23.87 ± 2.25 years, and 75.7% of participants were female and 24.3% were male. Measures included scales assessing grit, growth mindset, and academic self-efficacy, as well as semester grade point average (SGPA); Pearson correlation analysis, group comparisons, and multiple linear regression were conducted using SPSS v26. One-way analysis of variance (ANOVA) revealed differences across academic performance groups in grit, F(4,321)=10.75, p<0.001, and academic self-efficacy, F(4,321)=9.77, p<0.001, whereas differences in growth mindset were not significant; all three variables differed significantly across clinical performance groups (grit: F(3,319)=8.66, p<0.001; growth mindset: F(3,288)=3.26, p=0.022; academic self-efficacy: F(3,319)=8.53, p<0.001). Correlations with semester grade point average were 0.152 (p<0.05) for grit, 0.063 for growth mindset, and -0.292 (p<0.01) for academic self-efficacy. The regression model yielded F(3,217)=7.02, p<0.001, R²=0.088, adjusted R²=0.076, and n=221, with academic self-efficacy as the only significant independent predictor (β=-0.300, p<0.001); grit (β=+0.032, p=0.685) and growth mindset (β=-0.064, p=0.386) were not significant. The authors emphasize that perceived academic confidence does not always align with academic performance and recommend accurate self-assessment, self-regulated learning, and targeted support. The single-center setting, self-report scales, cross-sectional design, and reduced subsample with semester grade point average data (n=221) are the main limitations.

All WCP 2026 summaries