How Do Nursing Students Study? Comparing Habits and Test Anxiety Across Majors
Molloy Faculty Mentor
Melissa Gebbia
Presenter Major
Psychology
Presentation Type
Poster
Location
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
Start Date
1-5-2026 10:30 AM
End Date
1-5-2026 11:15 AM
Description (Abstract)
As part of a larger study examining student motivation and learning strategies in online and face-to-face modalities, this work investigates differences in test anxiety and study habits among eight nursing and fifteen pre-professional undergraduate students (IRB #2299763). Prior research demonstrates the importance of self-regulated learning, metacognition, and self-efficacy in Nursing Education due to the structured and high-stakes nature of clinical training (Chen et al., 2019; Dunk & Craft, 2025). Utilizing items from the Motivated Strategies for Learning Questionnaire (MSLQ), we found that nursing and pre-professional students report similar levels of test anxiety related to peer comparison and the consequences of failing. However, pre-professional students reported significantly more difficulty maintaining a study schedule within face-to-face classes. Additionally, nursing students reported slightly lower test anxiety for online than face-to-face courses, although this difference was not statistically significant. These findings suggest that differences in effort regulation and learning environments may influence how students manage academics.
References
Chen, J. H., Björkman, A., Zou, J. H., & Engström, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37(37), 15–21. https://doi.org/10.1016/j.nepr.2019.04.014
Dunk, V., & Craft, J. (2025). Beyond Self-Directed Learning: The Role of Self-Regulated Learning in Nursing Education. Journal of Nursing Education, 64(5), 287–293. https://doi.org/10.3928/01484834-20250108-07
Keywords
self-regulated learning, test anxiety, study habits, nursing
Related Pillar(s)
Study
How Do Nursing Students Study? Comparing Habits and Test Anxiety Across Majors
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
As part of a larger study examining student motivation and learning strategies in online and face-to-face modalities, this work investigates differences in test anxiety and study habits among eight nursing and fifteen pre-professional undergraduate students (IRB #2299763). Prior research demonstrates the importance of self-regulated learning, metacognition, and self-efficacy in Nursing Education due to the structured and high-stakes nature of clinical training (Chen et al., 2019; Dunk & Craft, 2025). Utilizing items from the Motivated Strategies for Learning Questionnaire (MSLQ), we found that nursing and pre-professional students report similar levels of test anxiety related to peer comparison and the consequences of failing. However, pre-professional students reported significantly more difficulty maintaining a study schedule within face-to-face classes. Additionally, nursing students reported slightly lower test anxiety for online than face-to-face courses, although this difference was not statistically significant. These findings suggest that differences in effort regulation and learning environments may influence how students manage academics.
References
Chen, J. H., Björkman, A., Zou, J. H., & Engström, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37(37), 15–21. https://doi.org/10.1016/j.nepr.2019.04.014
Dunk, V., & Craft, J. (2025). Beyond Self-Directed Learning: The Role of Self-Regulated Learning in Nursing Education. Journal of Nursing Education, 64(5), 287–293. https://doi.org/10.3928/01484834-20250108-07
