Learning behavior among undergraduate nursing students: What are the associated factors?

Purpose Learning behavior (LB) among nursing undergraduates significantly influences their academic achievement and future service quality. Evaluating these behaviors and their associated variables is crucial for implementing effective educational interventions. This research aimed to investigate the factors associated with learning behavior, the related domains, and predictive factors among undergraduate nursing students. Design/methodology/approach A cross-sectional study was conducted in 2023–2024, involving 270 undergraduate nursing students using a 19-item learning behavior questionnaire. Findings The overall LB score was high (69.97 ± 10.55), with attitudes showing the highest mean score (19.56 ± 3.19) among four domains, followed by strategy (17.77 ± 3.39), motivation (17.07 ± 4.18), and satisfaction (15.55 ± 3.07). Significant relationships were found between demographic characteristics and LB scores. Female students demonstrated higher total LB scores (p = 0.014), attitude scores (p 0.001), and satisfaction scores (p = 0.007). Students with strong enthusiasm for nursing showed higher scores across the domains, including total LB, attitude, satisfaction, and motivation (p 0.001). Multivariate analysis identified GPA (Grade Point Average) score (β = 1.47, p = 0.03) and nursing enthusiasm (β = 6.693, p 0.001) as significant associated factors of the overall LB, as well as the degree of satisfaction, respectively (β = 0.393, p = 0.006) and (β = 2.278, p 0.001). Gender emerged as a significant associated factor for the attitude domain (β = −1.641, p 0.001), with male students showing lower scores. Age and GPA score were significantly associated with the strategy domain (p 0.05). Practical implications Educational institutions should implement comprehensive curriculum reforms addressing the identified attitude-satisfaction gap through integrated learning strategies. Faculty development programs must incorporate motivation enhancement techniques and gender-responsive pedagogical approaches. Early intervention systems with systematic screening processes should be established, alongside holistic admission criteria evaluating both academic performance and professional motivation. Strategic resource allocation should focus on learning environment enhancement, technology integration for personalized experiences, and comprehensive student support services. Institutions need longitudinal support systems providing continuous assistance across different performance levels, with targeted interventions for students demonstrating lower learning behavior scores and enthusiasm enhancement programs for those with reduced motivation. Originality/value This research provided novel insights into the multifaceted nature of learning behavior in nursing education by identifying a critical attitude-satisfaction gap. The study uniquely demonstrated how students can maintain high positive attitudes while experiencing significantly lower satisfaction levels, revealing misalignment between expectations and educational experiences. The identification of GPA score as a significant predictor confirms cyclical self-regulated learning processes specific to nursing contexts. Gender-specific differences in attitude and satisfaction domains offer a new understanding of personalized learning pathways. This foundational framework transforms educational enthusiasm into tangible outcomes through evidence-based strategies responding to individual student characteristics.