This article was originally published here
J Transcult Nurs. 2021 Dec 3:10436596211061683. doi: 10.1177/10436596211061683. Online ahead of print.
INTRODUCTION: The shift to online learning owing to the coronavirus disease 2019 pandemic is posing an additional challenge to academic success, particularly for students who speak English as a Second Language (ESL). This study aimed to examine the factors that contribute to academic self-efficacy among ESL nursing students.
METHOD: This was a cross-sectional study using path analysis with 113 undergraduate ESL nursing students in New York City. Data were collected online using self-report measures of the study variables: academic self-efficacy, perfectionistic concerns, acculturative stress, and e-learning stress. A hypothetical path model was tested using AMOS 26.0.
RESULTS: Perfectionistic concerns and acculturative stress directly affected academic self-efficacy. Furthermore, perfectionistic concerns and e-learning stress indirectly affected academic self-efficacy via the acculturative stress path.
DISCUSSION: Results indicate the importance of developing a multifaceted intervention that considers diverse cultural and psychological factors to help ESL nursing students enhance their academic self-efficacy in e-learning environments.