SELF-PERCEPTION OF READINESS TO LEARN AND SELF-EFFICACY

AMONG NURSING STUDENTS IN AN ONLINE BACCALAUREATE (BSN)

PROGRAM

by

Myriam Jean Cadet

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NANCY CALSOLARO SMULSKY, EdD, Faculty Mentor and Chair

JUDY ATKIN PALMER PhD, Committee Member

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BEHROOZ SABET, EdD, Committee Member
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Jim Wold, PhD, Interim Dean, School of Education

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy

Capella University

May, 2016
 ProQuest Number: 10124218

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 © Myriam Jean Cadet, 2016

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 Abstract

This study investigated the relationship between readiness to learn and self-efficacy

among newly enrolled BSN students in an online program. A sample of 27 students

completed the 45-item Test of Online Learning Success (ToOLS) and 10-item General

Self Efficacy (GSE) scales via Survey Monkey. Knowles’ (1980) adult learning theory

and Bandura’s (1986) social learning theory provided the theoretical foundation for the

study. A correlational quantitative methodology answered the research question, Is there

a relationship between self-perception of readiness to learn scores and self-efficacy

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scores in online learning environments among newly enrolled nursing students in an

online BSN completion program? Spearman’s rank correlation analyzed the data using
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the Statistical Package for the Social Sciences (SPSS) version 22.0. Results indicated

that, as a group, the newly enrolled BSN students had positive self-perception of
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readiness to learn and positive self-efficacy for online learning. The correlation between

self-efficacy scores from the GSE and four (computer skills, independent learning, need
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for online learning, and academic skills) of the five self-perception readiness to learn

subscales from the ToOLS were statistically significant (p < .05). This study will aid

online degree programs to screen potential learners before enrollment to help them assess

their readiness to learn and self-efficacy for succeeding in an online learning

environment.
 Dedication

I would like to dedicate this PhD dissertation to God; my son Isaac Demezier; my

mother Marie Denise P.; my aunts, Urcilda Cadet, Altagrace D. P., and Carline P; and

my Uncle Frank P. for their encouragements, prayers, and for teaching me to be patient,

focused, and to have faith. Thanks for taking care of my son Isaac for all these years. I

am grateful for the help and support provided to him during this process. Without your

prayers, I would not be able to complete this dissertation.

I would like to thank my girlfriend Anne Marie Louis DNP-(c) for her words of

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encouragement and support.
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 Acknowledgments

I would like to thank my PhD dissertation committee, Dr. Smulsky, Dr.

Hawthorne, and Dr. Sabet for their help and support during all these years. In addition, I

would like to thank Dr. Miller for her understanding and support.

I would like to give a special thanks to Dr. Ramos, Dr. Rilley M, Dr. Georges, Dr.

Dyer, Dr. Roush, Dr. Robinson, Dr. Kablan, Dr. Dickson, Dr. Whitlow, Dr. Leslie,

Dr. Moore, Dr. Savant, Dr. Lashley H., Marcia Brown MS, Dr. Reilly, and Olukayode

Dosunmu PhD-(c) for their help and support in this dissertation process. Without your

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precious help and support, this dream may not come true.
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 Table of Contents

Acknowledgments iv

List of Tables viii

List of Figures ix

CHAPTER 1. INTRODUCTION 1

Introduction to the Problem 1

Background, Context, and Theoretical Framework 2

Statement of the Problem 8

Purpose of the Study 8

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Research Questions 9
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Rationale, Relevance, and Significance of the Study 9

Nature of the Study 12

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Definitions of Terms 13

Assumptions, Limitations, and Delimitations 14

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Organization of the Remainder of the Study 16

CHAPTER 2. LITERATURE REVIEW 18

Introduction to the Literature Review 18

Theoretical Framework 19

Review of Research Literature and Methodological Literature 24

Chapter 2 Summary 40

CHAPTER 3. METHODOLOGY 42

Introduction to Chapter 3 42

Research Design 43

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 Target Population, Sampling Method, and Related Procedures 46

Instrumentation 48

Data Collection 49

Operationalization of Variables 50

Data Analysis Procedures 51

Limitations of the Research Design 53

Validity 53

Expected Findings 56

Ethical Issues 57

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Chapter 3 Summary 60

CHAPTER 4. DATA ANALYSIS AND RESULTS

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Introduction 62
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Description of the Sample 62

Summary of the Results 63

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Detailed Analysis 63

Chapter 4 Summary 73

CHAPTER 5. CONCLUSIONS AND DISCUSSION 75

Introduction 75

Summary of the Results 75

Discussion of the Results 77

Discussion of the Results in Relation to the Literature 78

Limitations 82

Implication of the Results for Practice 83

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 Recommendations for Further Research 84

Conclusion 85

REFERENCES 87

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 List of Tables

Table 1. Descriptive Statistics for the GSE and ToOLS for Newly Enrolled Nursing
Students in an Online BSN Completion Program 70

Table 2. Reliabilities and Spearman Correlations for the GSE With ToOLS 73

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 List of Figures

Figure 1. Graphical Representation of Computer Skills Scores 64

Figure 2. Graphical Representation of Independent Learning Scores 65

Figure 3. Graphical Representation of Dependent Learning Scores 65

Figure 4. Graphical Representation of Need of Online Learning Scores 66

Figure 5. Graphical Representation of Academic Skills Scores 67

Figure 6. Graphical Representation of General Self-Efficacy Scores 68

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 CHAPTER 1. INTRODUCTION

Introduction to the Problem

Readiness to learn and self-efficacy are both fundamental characteristics of

learners that must be present prior to enrolling in an online learning program. Thus,

online nursing degree programs need to administer self-assessment screens to assess

learners’ readiness to learn, which would establish a baseline to measure learners’

progress during their studies. Examining the relationship between online learning

readiness and self-efficacy would likely assist faculty to more appropriately support

students as well as mentor them during the online learning process. Self-perception of

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readiness-to-learn relates to a learner’s social roles (Knowles, 1980); while self-efficacy
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is an evaluation of a learner’s self-judgment or capacity to accomplish a desired task

(Bandura, 1986). Online learners’ self-perception of readiness to learn and self-efficacy

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has directly influenced their learning outcomes (Hung, Chou, Chen, & Own, 2010). A

study conducted by Ho (2009) emphasized the significance of online learning as a

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distinct pedagogical context for students’ learning. In support, Gilmore and Lyons

(2012) suggested that in order to assess online baccalaureate nursing (BSN) students’

readiness to learn, online nursing degree programs should incorporate student self-

assessment questionnaires prior to engaging in online learning. Their research, however,

did not discuss a relationship between self-perception of readiness-to-learn and self-

efficacy for online learning. Examining the relationship between self-perception of

readiness to learn scores and self-efficacy scores in online learning would help BSN

students to assess if they were fully prepared for distance learning.

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 To date, few research studies have examined the relationship between readiness to

learn and self-efficacy in online learning (Dray, Lowenthal, Miszkiewicz, Ruiz-Primo, &

Marczynski, 2011). This gap in the research literature about the relationship between

these two variables is a significant omission in the current educational knowledge for

nursing, which warrants greater empirical attention. This chapter provides an overview

of the background, context, theoretical framework, statement of the problem, purpose;

research question, rationale, relevance and significance, nature of the study, definition of

terms, assumptions, limitations, and delimitations of the research study.

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Background, Context, and Theoretical Framework
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This section gives an overview of online learners’ perceived readiness-to-learn

and self-efficacy with a focus on newly enrolled student nurses in a Bachelor of Science
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in Nursing (BSN) distance-learning program. This background is deemed relevant and

necessary due to current literature supporting the need for learners’ prior assessment of
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their preparedness to enroll in online learning (Hung et al., 2010; Pillay, Irving, & Tones,

2007; Watkins, Leigh, & Triner, 2004). The context of this study builds on prior research

evidence relating to online learning and further extends those findings to ascertain the

relationship between the variables readiness-to-learn and self-efficacy (Dray et al., 2011).

In this section, the theoretical framework is discussed briefly, and then more fully in

Chapter 2.

Background

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 In response to a call from the Institute of Medicine (IOM) in 2014 to have 80% of

registered nurses baccalaureate prepared by 2020, there is a significant effort underway in

the United States to meet this goal (McEwen, White, Pullis, & Krawtz, 2014). As a

result, there is a growing trend for online nursing education. It is estimated that at least

50% of traditional students will enroll in at least one online course during their program

of study (Christensen, Horn, Caldera, Soares, & Innosight, 2011).

Despite the growth in the number of online learning degree programs, attrition

remains a challenging problem (Hart, 2012). Attrition rates are found to be higher in

online learning when compared to the traditional educational setting (Bowden, 2008;

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Hart, 2012; Ward-Smith, Schmer, Peterson, & Hart, 2013). Student attrition relating to
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their lack of persistence to complete online degree programs is a major challenge facing

many colleges (Hart, 2012). Therefore, the examination of the relationship between
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readiness-to-learn and self-efficacy in online learning is crucial in assisting students to

assess their readiness to learn and establishing a baseline to measure their progress during
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their studies. This information would be useful for faculty in their facilitation of nursing

students’ online learning as well as mentoring of students.

Examining the relationship between readiness-to-learn and self-efficacy provides

insight into the preparedness of newly enrolled BSN students for the challenges of online

degree nursing programs. However, the review of literature to date has also indicated

that prior researches have not examined the relationship between self-perception of

readiness-to-learn and self-efficacy in online learning. Empirical studies have had a

focus on just one of these variables, but never both. For example, Blankenship and

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Atkinson (2010) examined the difference between rural and urban undergraduate online

learners’ self-efficacy to determine if there was any difference between these groups.

They administered Mcvay’s (2000) Online Readiness Survey to 176 research participants

to examine learners’ perceived self-efficacy in online learning. They recommended

future research to examine if “self-management of learning and comfort with non-face-

to-face communication” (Blankenship & Atkinson, 2010, p. 50) could predict online

learners’ performance.

Motivation plays a vital role in online learning education and performance (Huitt,

2011). Helping online learners to assess their preparedness for online learning

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environments may increase their motivation to persist in their studies. Huitt (2011)
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defined motivation as internal (intrinsic) factors or external (extrinsic) factors that affect

learners’ behaviors toward a desire to gain knowledge. According to Pintrich and

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Schunk (2002), motivation affects adult learners’ performance and learning in relation to

one’s personal belief or desire to gain knowledge. When learners are not intrinsically
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motivated, learning might be compromised (Pintrich & Schunk, 2002). Research has

indicated that knowledge of learners’ readiness is important to educators in order for

them to have a better understanding of students’ preparedness at the start of their courses

(Mancuso-Murphy, 2007). Furthermore, students being aware of factors that affect their

readiness to learn and self-efficacy prior to enrolling in online learning may be the

catalyst for them to develop the necessary level of motivation needed to achieve their

learning goals.

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 Learners need to develop their readiness-to-learn in order to meet the challenges

of online learning such as autonomy, motivation, and responsibilities to carry out the

learning process. Prior to enrolling in an online program, a list of expectations and

responsibilities for online learning success must be provided to BSN students (Zsohar &

Smith, 2008). Some studies have found that self-efficacy is crucial when students

attempt to perform a task in online learning environments (Lauder et al., 2008; Tan &

Alpert, 2013). In fact, students with higher grades had greater readiness-to-learn and

self-efficacy than students with lower grades; their readiness for online learning was

measured with a valid Online Learning Readiness Scale (Hung et al., 2010).

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Mancuso-Murphy (2007) suggested that online nursing degree programs should
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incorporate self-assessment questionnaires for learners prior to engaging in online

learning. Similarly, Carruth, Broussard, Waldmeier, Gauthier, and Mixon (2010)

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highlighted the need to help students overcome technology barriers using online

orientation courses. In addition, Gilmore and Lyons (2012) evaluated an orientation

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program designed for RN to BSN online nursing students. The program purpose was to

help improve retention rates in the transition to online learning. The results of this study

indicated that attrition rate fell from 20% to 2%. Carruth et al. (2010) also has found

that nursing students were not prepared for online learning. In particular, there was a

“lack of understanding course delivery, accessing resources remotely, participating in

asynchronous course activities, and using emerging health care technologies” (p. 687).

Context

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 Carr (2000) reported that online learning retention rates and completion rates

were lower than in traditional courses. Online learning attrition rates were found to be

related to lack of preparation among learners (Carruth et al., 2010). This problem

appears unique to online nursing degree programs whereby undergraduate nursing

students need to prepare for the rigor of online courses. Thus, as suggested by Mancuso-

Murphy (2007), online learners in preparing for their entry into online learning must

engage in self-assessment of their readiness-to-learn in order to meet the challenges.

Theoretical Framework

Two theories, Knowles (1970, 1980) adult learning theory and Bandura’s (1986,

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1982) social cognitive theory, have been employed to provide the framework for this
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research study. Evidence has shown that both theories have had a great impact on adult

education. Adult learning theory explains the characteristics of adult learners, while
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social cognitive theory focuses on adult behaviors and the facilitation of learning.

Knowles’ adult learning theory (1970, 1980) outlines six assumptions of his
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andragogy model that describes learning in adults. These assumptions are: (a) need to

know, (b) self-concept, (c) prior experience, (d) readiness to learn, (e) learning

orientation, and (f) motivation to learn. Before adult learners learn something

meaningful, they need to know its purpose. The maturity that adult learners face in

moving from dependent learners toward independent, self-directed learners typify the

term of self-concept. Knowles (1970, 1980) further theorizes that adult learners learn

differently than children, as adult learner have been learning for a long time and have life

experiences to bring into the learning process. Adult learners are ready to learn because

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they have experienced a need to learn in order to cope with real life stressors. Knowles

(1970) posits that adult learners are inherently motivated, and as such, they enter the

orientation phase of learning as problem-centered and life-centered. These six

assumptions have been employed by online nurse educators to guide their assessment of

learners’ preparedness for online learning.

Bandura’s social cognitive theory (1986, 1982) describes self-efficacy as learners’

confidence in their capacity to complete a behavior, for example online learning.

Bandura (1986) outlined the following four concepts affecting learners’ self-efficacy: (a)

mastery experiences, (b) vicarious experiences, (c) verbal persuasion, and (d)

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psychological state. Mastery experiences are learners’ positive or negative personal
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experiences encountered with success or failure, thus resulting in a strong or weak sense

of self-efficacy. Vicarious experiences relate to modeling (Bandura, 1982). One

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example of modeling is an online learner imitating behaviors from another online learner

that support the former’s successful completion of the program. Verbal persuasion
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relates to the coaching and encouragement given to learners when enrolling in online

learning environments. Psychological state is associated to life stressors that learners

may face when they enroll in online courses. Learners with diminished self-efficacy may

not be able to face the challenges in accomplishing a desired task in a given situation.

Learners who possess a strong sense of self-efficacy and the desire to accomplish a

specific task are likely to experience increased rates of success (Bandura, 1986).

Generally, perceived self-efficacy affects a learner’s persistence and judgment of

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capabilities when accomplishing a task (Pintrich & Schunk, 2002). A more in-depth

exploration of these guiding theories is surveyed in Chapter 2.

Statement of the Problem

Research evidence has shown that prior studies on self-perception of readiness-to-

learn and self-efficacy have not fully examined the relationship between the variables.

Both variables play an important role in learners’ beliefs and judgments of accomplishing

a task, tackling problems, and identifying goals in life situations (Bandura, 1986; Hung et

al., 2010; Knowles, 1980). However, research studying the relationship between online

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learners' perceived readiness-to-learn and self-efficacy is limited (Tsai, Chuang, Liang, &
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Tsai, 2011; Watkins & Corry 2004). Evidence suggests that orientation programs should

provide the necessary support needed for online learner retention and the development of
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learner’s ability to assess online readiness prior to starting courses (Gilmore & Lyons,

2012). It is not known as to what degree online BSN students perceive their readiness to
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learn and self-efficacy for online learning. Examining the relationship between these

variables will help fill this gap in the literature.

Purpose of the Study

The purpose of this correlational quantitative study was to examine the

relationship between self-perception of readiness-to-learn and self-efficacy among newly

enrolled nursing students in an online BSN program to determine if those students were

prepared to meet the challenges of online learning.

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 Research Question

The following research question and hypotheses guided this study.

Research Question: Is there a relationship between self-perception of readiness-

to-learn scores and self-efficacy scores in online learning environments among newly

enrolled nursing students in an online BSN completion program?

H0. There is no relationship between self-perception of readiness-to-learn scores

and self-efficacy scores in online learning environments among newly enrolled nursing

students in an online BSN completion program.

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H1. There is a relationship between self-perception of readiness-to-learn scores
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and self-efficacy scores in online learning environments among newly enrolled nursing

students in an online BSN completion program.

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Rationale, Relevance, and Significance

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This research study examined the probability of a relationship existing between

self-perception of readiness-to-learn scores and self-efficacy scores in an online learning

environment among baccalaureate nursing students. Although many research studies

have examined these variables, very few have looked at the relationship between them

(Bryer, Peterson-Graziose, & Nikolaidou, 2015; Phillips, Turnbull, & He, 2015). Byrer

et al.’s (2015) descriptive correlational study identified self-efficacy as one of the

predictors for attrition rates among baccalaureate nursing students. Both readiness-to-

learn and self-efficacy variables are important characteristics for online learners. This

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research study extended the understanding of the preparedness of nursing students on

entering an online nursing degree program and dealing effectively with the challenges.

The following section addresses the rationale, relevance and significance of the study.

Rationale

The need for this study about BSN online learners has emerged from empirical

data, supported by learning theories. Online learning demands commitment, readiness,

and self-efficacy for students to succeed (Mancuso-Murphy, 2007; Zsohar & Smith,

2008). Therefore, this research study is important to faculty in order for them to be able

to address issues of attrition and persistence of online BSN students (Hart, 2014). The

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review of literature has indicated that very little research has sought to determine whether
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a relationship existed between readiness-to-learn and self-efficacy in online learning

(Parnell & Carraher, 2003; Watkins & Corry, 2004). Given the challenges of online
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learning, there is a need for additional research to ascertain how prepared are online

learners prior to enrolling in learning environments in order to ensure their success (Hsiu-
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Fen & Gwo-Guang, 2006). Although existing studies have identified the need for

research on different levels of self-efficacy, students’ perceived self-efficacy and Internet

self-efficacy, they however have failed to address the need for learners’ perceived

readiness-to-learn and self-efficacy in online learning (Leganger, Kraft, & Roysamb,

2000; Tsai, Chuang, Liang, & Tsai, 2011).

This research study, however, extended the knowledge on learners’ readiness and

self-efficacy in distance learning in order to assist online nursing educators in their

assessment of learners. The main purpose for focusing on post-secondary education was

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to gather key information that would be used to prepare learners for entry into their

professional lives (Thompson, Licklider, & Jungst, 2003). The research findings might

help nurse educators understand the potential strengths and weaknesses of nursing

students entering online nursing degree programs, as well as provide students with the

guidance to make vocational adjustments that support their success in the role of nursing

student.

Relevance

This research study focused specifically on online nursing education, and the

value of nurse educators using the findings to support their students’ learning. This

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research was meant to help nurse educators teaching RN-BSN completion programs to
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identify nursing students needing additional support to succeed in the online learning

environment that requires independent learning, time, and skills. Some newly enrolled
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BSN students may not be prepared, or later find once enrolled that the online learning

environment does not fit their learning styles. This research would help adult learners
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assess their readiness-to-learn and self-efficacy in online learning, which would ensure

that they possess the necessary characteristics and behaviors needed for success in online

nursing education. Although many studies examined learners’ perceived readiness-to-

learn or self-efficacy in online learning, research evidence indicates that both variables

together are important characteristics for online learners. Data findings identifying a

relationship between readiness-to-learn and self-efficacy, as essential characteristics for

online learning, could help educators support the needs of unprepared learners to face

online learning challenges when completing nursing degree requirements.

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Significance

This research would begin to fill a gap in the literature about the relationship

between readiness-to-learn and self-efficacy (Hodges, 2008; Miltiadou & Savenye,

2003). It has become crucial to examine the relationship between these variables since a

need exists for newly enrolled online BSN students to be able to assess their readiness-to-

learn and self-efficacy in online learning beforehand by determining the appropriateness

of the online environment for autonomous learning. The new knowledge from the

findings of this research would help to advance existing theories and research on adult

learning theory, social learning theory, readiness to learn, and self-efficacy in online

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learning. This research would bridge the gap between what is known about each variable
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and what is unknown about the relationship between the two variables. This is intended

to encourage further research that provides additional insight into how to better prepare
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online learners for a lifelong learning process.
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Nature of the Study

A quantitative methodology was adopted to study the relationship between

readiness-to-learn and self-efficacy in online learning. These variables were not

controlled or manipulated, but their association was examined through statistical analysis.

According to Creswell (2013), quantitative studies put emphasis on testing theories, use

of measurement and observation, and testing hypotheses. This quantitative methodology

used numbers rather than words to gather and analyze data via an online survey process.

This quantitative methodology was most suited for measuring natural attitudes and

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behaviors such as readiness of students and self-efficacy by quantifying them as

numerical data to allow for statistical analysis (Burns & Grove, 2009). A correlational

design was appropriate for this study since the purpose of the research was to examine

the relationship between self-perception of readiness-to-learn and self-efficacy in online

learning.

This quantitative methodology would provide insight into online learners’

perceived readiness to learn and self-efficacy prior to starting their online courses. The

combined Self-Assessment Tools of Online Learning Success (ToOLS) and General Self-

Efficacy Scale (GSE) survey for this study had two sections. The first survey was the

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ToOLS, a scale with a 5-point Likert-type rating that measures learners’ self-perception
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of readiness-to-learn in online learning created by M.S. Kerr, Rynearson, and Kerr,

(2006). The second survey was the GSE scale, a 5-point Likert-type rating that measures
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self-efficacy in online learning (Luszczynska, Scholz, & Schwarzer, 2005). These two

online surveys were administered anonymously with no identifiable information linked to

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the research participants. Chapter 3 discusses the justification of the research

methodology of this study in more details.

Definitions of Terms

To have a better understanding of the research purpose and problem, the

terminology of the research study is important as different terms may have different

meanings. Therefore, the understanding of particular terms used in this study is

essential. The following are definitions of terms used in this research:

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