2019 Volume 29 Issue 2 Pages 1-12
〔Aims〕To clarify the actual situation of self-regulated learning strategies used by nursing students of BSN program, and the relationships between self-regulated learning strategies, social support, and time perspectives.
〔Method〕Subjects were 1,595 students belonging to 6 universities in the Kanto area. A questionnaire was administered to subjects on self-regulated learning strategies, demographic data, social support, and time perspectives. The relationships between self-regulated learning strategies and its factors were examined using t test and ANOVA（Tukey HSD method for multiple comparisons）.
〔Results and Conclusions〕We received 374 valid responses. The actual status of use of self-regulated learning strategies by nursing college students greatly varied. In terms of the relationship between self-regulated learning strategies and social support, the group with high scores on emotional support had significantly higher scores on self-regulated learning strategies than the other groups. In terms of the relationship between self-regulated learning strategies and time perspective, scores on self-regulated learning strategies were significantly higher in the group with better time perspective than in other groups. Based on the above results, we examined ways to nurture a subjective learning attitude in nursing education.
