Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study
Abstract Background Academic achievement is a critical indicator of teaching quality. There has been limited exploration into the mechanisms underlying academic achievements among nursing master’s students. This study investigated the relationship between ethical leadership and academic achievements...
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BMC
2024-12-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06436-5 |
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| author | Duo Zhang Haoyang Zheng Ya Zhao Xiaoxiao Wang Qi Xiao Ruiyi Zhao Lan Wang Kaili Hu Zelin Chen Yanrong Zhou |
| author_facet | Duo Zhang Haoyang Zheng Ya Zhao Xiaoxiao Wang Qi Xiao Ruiyi Zhao Lan Wang Kaili Hu Zelin Chen Yanrong Zhou |
| author_sort | Duo Zhang |
| collection | DOAJ |
| description | Abstract Background Academic achievement is a critical indicator of teaching quality. There has been limited exploration into the mechanisms underlying academic achievements among nursing master’s students. This study investigated the relationship between ethical leadership and academic achievements, focusing on how the teacher-student relationship and growth mindset mediate this relationship. Methods A cross-sectional study was conducted with 262 participants who completed online questionnaires. Data were analyzed using Pearson correlation analysis, structural equation model testing, and deviation correction quantile bootstrap method. Results The average academic achievement score was 51.26 (SD = 5.963). There were significant correlations between ethical leadership, teacher-student relationship, growth mindset, and academic achievement (r = 0.183 to 0.701, P < 0.01). Ethical leadership had a direct positive effect on academic achievement (effect value = 0.224), accounting for 58.49% of the total effect. Mediation analysis revealed that ethical leadership influenced academic achievement through three pathways: ethical leadership → teacher-student relationship → academic achievement (effect value = 0.050), ethical leadership → growth mindset → academic achievement (effect value = 0.080), ethical leadership → teacher-student relationship → growth mindset → academic achievement (effect value = 0.029). Conclusions These findings support our hypothesis that the teacher-student relationship and growth mindset mediate the relationship between ethical leadership and academic achievement. To enhance the academic achievement of nursing master’s students, it is crucial to foster positive teacher-student relationship and promote a growth mindset. |
| format | Article |
| id | doaj-art-cf4b5b1781bc4561b33a08f0d11e3214 |
| institution | OA Journals |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-cf4b5b1781bc4561b33a08f0d11e32142025-08-20T02:32:26ZengBMCBMC Medical Education1472-69202024-12-0124111010.1186/s12909-024-06436-5Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey studyDuo Zhang0Haoyang Zheng1Ya Zhao2Xiaoxiao Wang3Qi Xiao4Ruiyi Zhao5Lan Wang6Kaili Hu7Zelin Chen8Yanrong Zhou9Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Neurosurgery, Union Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyDepartment of Virology, Research Institute for Microbial Diseases, Osaka UniversityDepartment of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and TechnologyAbstract Background Academic achievement is a critical indicator of teaching quality. There has been limited exploration into the mechanisms underlying academic achievements among nursing master’s students. This study investigated the relationship between ethical leadership and academic achievements, focusing on how the teacher-student relationship and growth mindset mediate this relationship. Methods A cross-sectional study was conducted with 262 participants who completed online questionnaires. Data were analyzed using Pearson correlation analysis, structural equation model testing, and deviation correction quantile bootstrap method. Results The average academic achievement score was 51.26 (SD = 5.963). There were significant correlations between ethical leadership, teacher-student relationship, growth mindset, and academic achievement (r = 0.183 to 0.701, P < 0.01). Ethical leadership had a direct positive effect on academic achievement (effect value = 0.224), accounting for 58.49% of the total effect. Mediation analysis revealed that ethical leadership influenced academic achievement through three pathways: ethical leadership → teacher-student relationship → academic achievement (effect value = 0.050), ethical leadership → growth mindset → academic achievement (effect value = 0.080), ethical leadership → teacher-student relationship → growth mindset → academic achievement (effect value = 0.029). Conclusions These findings support our hypothesis that the teacher-student relationship and growth mindset mediate the relationship between ethical leadership and academic achievement. To enhance the academic achievement of nursing master’s students, it is crucial to foster positive teacher-student relationship and promote a growth mindset.https://doi.org/10.1186/s12909-024-06436-5EthicsLeadershipAcademic achievementTeacher-studentGrowth mindsetNursing master’s student |
| spellingShingle | Duo Zhang Haoyang Zheng Ya Zhao Xiaoxiao Wang Qi Xiao Ruiyi Zhao Lan Wang Kaili Hu Zelin Chen Yanrong Zhou Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study BMC Medical Education Ethics Leadership Academic achievement Teacher-student Growth mindset Nursing master’s student |
| title | Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study |
| title_full | Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study |
| title_fullStr | Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study |
| title_full_unstemmed | Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study |
| title_short | Unlocking academic achievement of nursing master’s students: ethical leadership, teacher-student relationship and growth mindset – a cross-sectional survey study |
| title_sort | unlocking academic achievement of nursing master s students ethical leadership teacher student relationship and growth mindset a cross sectional survey study |
| topic | Ethics Leadership Academic achievement Teacher-student Growth mindset Nursing master’s student |
| url | https://doi.org/10.1186/s12909-024-06436-5 |
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