Nursing students’ occupational career readiness is a crucial graduate outcome for undergraduate nursing training programs. Although the importance of self-regulated learning strategy is well documented, less is known about the relationship between self-regulated learning strategy and career readiness and the mediating role of active learning attitudes. The purpose of this study was to examine the relationship between self-regulated learning strategy and occupational career readiness mediated by active learning attitude in first- to third-year nursing students in two universities. A questionnaire was administered to 520 nursing students, and data from 485 respondents were analyzed. Structural equation modeling indicated that two regulation strategies – motivational and behavioral – had significant positive relationships with active learning attitude. In contrast, emotional regulation strategy had a significant negative relationship with active learning attitude. Two of the regulation strategies – cognitive and emotional – and active learning attitude had significant positive relationships with concern, autonomy, and planning. Moreover, the mediated effect of active learning attitude on the relationship between self-regulated learning strategy and occupational career readiness indicated that active learning attitude significantly mediated the relationship between motivational and behavioral regulation strategies and concern, autonomy, and planning. These results suggest the importance of the use of motivational and behavioral regulation strategies in enhancing active learning attitude, and the use of cognitive regulation strategies for promoting nursing students’ occupational career readiness.

This paper investigates possible the factors that contribute to the growth of students who have taken Project Based Learning (PBL) courses. The study examines how changes in social networks relate to self-efficacy and rubric difference scores, and how the way students approach classes relate to the rubric. In the research, correlation analysis was performed for each variable. The result showed that changes in the density of the network surrounding students were related to individual self-efficacy and the rubrics’ “communication,” “working in a team,” and “thinking things through.” Furthermore, in terms of how students approached the subject, “Ingenuity approach within the framework,” “service,” and “instructor’s instructions” were related to the rubric. This suggests that in future PBL courses, “increasing the density of the social networks among students” will improve learning outcomes.