Gurlek Kisacik, OznurSonmez, MunevverOzdas, AzizeNursing2024-10-062024-10-06202301302-6488[WOS-DOI-BELIRLENECEK-20]https://hdl.handle.net/20.500.14411/8979Ozdas Gundogan, Azize/0000-0001-7186-3792; GURLEK KISACIK, OZNUR/0000-0002-1317-3141; Sonmez, Munevver/0000-0001-7646-1864It is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58 +/- 15.93. A statistically negative correlation was found between the "avoidance of e-learning" factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= .035). Gender (beta 1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform (beta 1= 4.895, p= 0.022) and avoidance of e-learning (beta 1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement.eninfo:eu-repo/semantics/closedAccessAcademic achievementattitudeemergency remote learninge-learningnursing skill educationArticleQ2241129144WOS:000915846000012