Factors Influencing Self-leadership of Nursing Students according to Locus of Control

Ji Yeon Choi; Sook Bin Im

doi:10.11111/jkana.2018.24.3.182

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Choi and Im: Factors Influencing Self-leadership of Nursing Students according to Locus of Control

Original Article

J Korean Acad Nurs Adm 2018;24(3):182-192.

Published online: 17 January 2018

DOI: https://doi.org/10.11111/jkana.2018.24.3.182

Factors Influencing Self-leadership of Nursing Students according to Locus of Control

Ji Yeon Choi¹, Sook Bin Im^2,

¹Department of Nursing, Gimcheon University

²College of Nursing, Eulji University

Corresponding author: Im, Sook Bin, College of Nursing, Eulji University, 77 Gyoryong-ro, 771 beon-gil, Jung-gu, Deajon 34824, Korea. Tel: +82-42-259-1711, Fax: +82-42-259-1709, E-mail: imsb@eulji.ac.kr

Received 20 June 2017 Revised 19 August 2017 Accepted 30 March 2018

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose:

The purpose was to identify factors which affect nursing students' self-leadership according to their locus of control.

Methods:

This study was a descriptive research. Participants were 600 D city junior and senior nursing students who had completed clinical training.

Results:

Results showed the following characteristics of students who had high self-leadership: For students with external locus of control the following correlations with self-leadership were found:, general creativity (r=.46), social support (r=.48), academic self-efficacy (r=.29), and communication competence (r=.49). For students with internal locus of control, self-leadership was correlated with general creativity (r=.46), social support (r=.41), academic self-efficacy(r=.36), and communication competence (r=.48). For the nursing students with external locus of control, age (β=-.24, p=.010), satisfaction with campus life (β=.16, p=.027), general creativity (β=-.20, p=.017), and social support (β=-.20, p=.028) had significant effects on their self-leadership: explanatory power of 44% (F=6.53, p<.001). For students with internal locus of control, self-leadership was effected by general creativity (β=.20, p=.011) and social support (β=.19, p=.012): explanatory power was 42% (F=5.96, p<.001).

Conclusion:

Applying these findings to the curriculum of nursing students would improve their self-leadership and increase the efficiency of organizational culture and contribute to goal achievement in nursing organizations.

Keywords: Self-leadership, Locus of control, Creativity, Social support, Communication

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Table 1.

Difference in Self-leadership according to General Characteristics (N=519)

Variables	Categories	n (%)	M±SD	t or F	p	Scheffé
Total		519 (100.0)	3.48±0.47
Age (year)	≤21	228 (43.9)	3.48±0.45	0.29	.752
	22~23	240 (46.3)	3.49±0.45
	≥24	51 (9.8)	3.44±0.63
Gender	Male	46 (8.9)	3.34±0.55	-2.21	.028
	Female	473 (91.1)	3.50±0.46
Grade	3 Year	252 (48.6)	3.49±0.47	0.40	.689
	4 Year	267 (51.4)	3.47±0.47
Religion	Yes	248 (47.8)	3.54±0.48	2.93	.004
	No	271 (52.2)	3.42±0.46
Economic status	Low	33 (6.4)	3.43±0.45	1.27	.282
	Middle	450 (86.7)	3.48±0.46
	High	36 (6.9)	3.60±0.57
Residence status	Parents^a	119 (22.9)	3.50±0.49	3.31	.037	a, b＞c
	Dormitory^b	186 (35.9)	3.54±0.46
	Living alone^c	214 (41.2)	3.42±0.47
Friend (girl ․ boy)	Yes	235 (45.3)	3.49±0.45	0.21	.833
	No	284 (54.7)	3.48±0.49
Leadership	Low^a	83 (16.0)	3.29±0.49	18.86	＜.001	a＜b＜c
competency	Middle^b	307 (59.1)	3.45±0.43
	High^c	129 (24.9)	3.67±0.42
Group activity	Yes	277 (53.4)	3.53±0.45	2.56	.011
	No	242 (46.6)	3.42±0.48
Satisfaction with college life	Low^a Middle^b	74 (14.3) 280 (53.9)	3.23±0.49 3.45±0.46	22.68	＜.001	a＜b＜c
	High^c	165 (31.8)	3.64±0.42
Leadership	Yes	90 (36.6)	3.58±0.48	3.74	＜.001
training	No	329 (63.4)	3.42±0.46
Leadership	Yes	238 (45.9)	3.57±0.48	3.88	＜.001
experiences	No	281 (54.1)	3.41±0.45

Table 2.

Classification of Locus of Control (N=519)

Variables	n (%)	M±_SD
Internal locus of control group (upper 30%)	161 (31.0)	3.74±0.18
Middle (40%)	201 (38.7)	3.74±0.18
External locus of control group (lower 30%)	157 (30.3)	3.35±0.09
Total	519 (100.0)	3.00±0.12

Table 3.

Difference of Self-leadership, General Creativity, Social Support, Self-efficiency, Communication according to Locus of Control Group (N=318)

Variables	Locus of control		t	p
	External (n=157)	Internal (n=161)
	M±SD	M±SD
Self-leadership	3.37±0.40	3.64±0.52	-5.20	＜.001
General creativity	3.37±0.36	3.73±0.44	-7.99	＜.001
Social support	3.50±0.41	4.05±0.46	-11.23	＜.001
Self-efficacy	2.96±0.30	3.38±0.47	-9.59	＜.001
Communication	3.36±0.35	3.88±0.45	-11.32	＜.001

Self-efficacy=Academic Self-efficacy; Communication=Communication competence.

Table 4.

Correlation between Self-leadership and General Creativity, Social Support, Academic Self-efficiency and Communication Competence (N=318)

Group	Variables	Self-leadership	General creativity	Social support	Self-efficacy*	Communication*
Group	Variables	r (p)	r (p)	r (p)	r (p)	r (p)
External locus of control	Self-leadership General creativity	1 .46 (＜.001)	1
	Social support	.48 (＜.001)	.53 (＜.001)	1
	Self-efficacy	.29 (＜.001)	.21 (.009)	.11 (.163)	1
	Communication	.49 (＜.001)	.54 (＜.001)	.58 (＜.001)	.28 (＜.001)	1
Internal locus of control	Self-leadership General creativity	1 .46 (＜.001)	1
	Social support	.41 (＜.001)	.28 (＜.001)	1
	Self-efficacy	.36 (＜.001)	.41 (＜.001)	.27 (＜.001)	1
	Communication	.48 (＜.001)	.49 (＜.001)	.48 (＜.001)	.40 (＜.001)	1

Self-efficacy=Academic Self-efficacy; Communication=Communication competence.

Table 5.

Factors Influencing Self-leadership according to Locus of Control (N=318)

Variables	External locus of control									Internal locus of control
	Level 1			Level 2			Level 3			Level 1			Level 2			Level 3
	B	β	p	B	β	p	B	β	p	B	β	p	B	β	p	B	β	p
Age	-0.12	-.22	.068	-0.16	-.29	.012	-0.14	-.24	.010	0.14	.18	.065	0.13	.17	.085	0.08	.10	.240
Female*	0.15	.19	.182	0.12	.10	.225	0.09	.08	.329	0.32	.16	.029	0.32	.17	.030	0.26	.14	.055
Year (fourth)*	0.05	.05	.533	0.06	.06	.398	0.03	.03	.690	-0.09	-.09	.296	-0.13	-.12	.160	0.12	-.11	.162
Religion (yes)*	0.02	.03	.742	-0.03	-.03	.606	-0.03	-.03	.619	0.04	.05	.536	0.05	.05	.475	0.07	.06	.349
Girl ․ Boy friend (yes)*	0.06	.10	.319	0.04	.07	.433	0.04	.05 .	.497	-0.10	-.09	.195	-.010	-.10	.179	-0.10	-.10	.137
Economic condition	0.00	.12	.957	0.05	.08	.600	-0.01	.01	.940	0.07	.03	.418	0.04	.04	.593	0.52	.02	.532
Residence status (parents)*	0.08	-.10	.176	0.08	-.10	.271	0.01	-.01	.862	0.04	.15	.701	0.04	.10	.661	0.01	.03	.851
Residence status (dormitory)*	-0.08	-.00	.271	-0.08	.03	.235	-0.01	-.01	.874	0.14	.06	.110	0.08	.04	.408	0.00	.04	.952
Leadership competency	0.10	.18	.036	0.03	.07	.444	-0.02	-.02	.739	0.22	.33	＜.001	0.21	.31	＜.001	0.09	.14	.085
Satisfaction with campus life				-0.14	.26	.001	0.09	.16	.027				0.17	.23	.003	0.07	.10	.177
Group activity (yes)*				0.13	.15	.041	0.07	.09	.187				-0.04	-.02	.611	-0.02	-.02	.740
Leadership training (yes)*				0.12	.14	.070	0.06	.07	.303				0.14	.11	.073	0.10	.09	.169
Leadership experience (yes)*				0.01	.03	.811	-0.02	-.02	.729				-0.05	-.07	.519	-0.05	-.06	.489
General creativity							0.22	.20	.017							0.24	.20	.011
Social support							0.19	.20	.028							0.21	.19	.012
Self-efficacy							0.18	.14	.062							0.09	.08	.300
Communication							0.18	.16	.070							0.18	.16	.190
F		2.56			3.63			6.53			4.09			3.80			5.96
p		.009			＜.001		＜	＜.001		＜	＜.001		＜	＜.001		＜	＜.001
R²		.14			.25			.44			.20			.25			.42
Adj. R²		.08			.18			.38			.15			.19			.35

*Dummy variable; Self-efficacy=Academic Self-efficacy; Communication=Communication competence.

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