Mediating Roles of General Self-Efficacy and Academic Emotions in the Relationship Between Technology-Enhanced Learning and Dropout Intention: Implications for Nurse Educators

BACKGROUND: Given growing global concern about student attrition and its impact on workforce sustainability, educators need a better understanding of the psychological and educational factors influencing students' dropout intentions. PURPOSE: To evaluate the relationship between technology-enhanced learning (TEL) and dropout intention, and to examine general self-efficacy and academic emotions as potential mediators. METHODS: In this cross-sectional study, 137 nursing students completed a structured questionnaire. Mediation analyses were conducted to examine relationships among variables and generate actionable insights for nurse educators supporting student well-being. RESULTS: Participants reported frequent engagement with TEL, moderate-to-high positive emotions, and relatively low negative emotions. Positive emotions fully mediated the relationship between TEL and dropout intention. In addition, a serial mediation pathway was identified sequentially through general self-efficacy and positive emotions. CONCLUSIONS: These findings provide theoretical and practical insights for nursing educators and support targeted interventions to improve student retention.