Purpose
This study investigated the effect of new nurses' metacognition on their retention intention and the dual mediating effect of job satisfaction and organizational commitment in the relationship between those two variables. Methods: Participants included 154 new nurses with 12 months or less of clinical experience working in general hospitals in Seoul. Using a structured questionnaire, data were collected from September 30 to October 29, 2024 and analyzed using IBM SPSS version 29.0 and the Process Macro 4.2 program. Results: Metacognition had a positive effect on job satisfaction (B=0.60, p<.001). Job satisfaction had significant positive effects on organizational commitment (B=0.84, p<.001) and retention intention (B=1.31, p<.001), while organizational commitment had a significant positive effect on retention intention (B=0.65, p=.016). The sequential mediating effect of job satisfaction and organizational commitment was confirmed within the relationship between metacognition and retention intention in new nurses (effect=0.33, 95% confidence interval: 0.03-0.71). Conclusion: The results of this study suggest the presence of a causal structure in which higher metacognition is associated with greater job satisfaction in new nurses; this leads them to commit to the organization, eventually increasing their retention intention.

PURPOSE
This study was conducted to examine the relationship among metacognition, emotional intelligence, and self-leadership in nursing students, and to investigate factors influencing self-leadership.
METHODS
A descriptive survey design was used for this study. Participants were 216 nursing students in one university located in J-city, in South Korea. Data were collected from May 30 to June 8, 2018, and analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0.
RESULTS
Self-leadership had significantly positive correlations with metacognition (r=.61, p<.001) and emotional intelligence (r=.61, p<.001). Significant predictors of self-leadership were metacognitive control (β=.28, p<.001), regulator of emotions (β=.25, p<.001), self-emotional appraisal (β=.17, p=.006), metacognitive knowledge (β=.15, p=.021), and perceived leadership level (low) (β=−.10, p=.043). These factors explained 49.0% of the variance.
CONCLUSION
The findings show that self-leadership should be strengthened by increasing the metacognition and emotional intelligence of nursing students.

Citations

• Factors influencing learning agility: undergraduate university students in Fuzhou
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  JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(3): 667.     CrossRef
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  Mum Hee NAM, Hae Ok KIM
  JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2020; 32(6): 1655.     CrossRef