Learning Styles and Their Relationship with Self-Esteem and Self-Efficacy among Nursing Students in Qazvin

Abstract

Background: Learning styles, as individual characteristics, form and evolve as we grow older, which in turn may improve the students' educational outcomes. Identifying factors that contribute to learning styles helps us further to better achieve this goal. Objectives: The present study aimed to, firstly, determine learning styles and, secondly, investigating their relationship with self-esteem and self-efficacy. Methods: In this cross-sectional study, 150 nursing students were selected through a convenience sampling method. Data were collected using VARK standard questionnaire, Rosenberg self-esteem scale, and Sherer self-efficacy scale. Data were analyzed using SPSS v22 by descriptive and analytical tests. Results: The mean age of participating students was 21.04 ± 3.43 years. Overall, 83.2% of them preferred one learning style. The most common preferred style was "auditory style". Mean scores of self-esteem and self-efficacy were 21.25 ± 5.07 and 62.66 ± 7.31, respectively. No significant relationship was observed between students' self-esteem and self-efficacy with their learning styles (P > 0.05). Conclusions: Determining students’ preferences for learning style is the first step to improve their educational outcomes.