scholarly journals Self-efficacy beliefs of medical students: a critical review

2018 ◽  
Vol 7 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Robert M. Klassen ◽  
Joel R. L. Klassen
Keyword(s):  
Medical Students ◽  
Critical Review ◽  
Self Efficacy ◽  
Efficacy Beliefs

scholarly journals Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

2019 ◽  
Vol 14 (2) ◽  
pp. 128-130
Author(s):  
Brittany Richardson
Keyword(s):  
Medical Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Medical Information ◽  
Medical Curriculum ◽  
High Reliability ◽  
Efficacy Beliefs ◽  
Medical Program ◽  
The Impact ◽  
Academic Year

A Review of: De Meulemeester, A., Buysse, H., & Peleman, R. (2018). Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, 12(1), 27-47. Retrieved from https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2 Abstract Objective – To create and validate a scale evaluating the information literacy (IL) self-efficacy beliefs of medical students. Design – Scale development. Setting – Large, public research university in Belgium. Subjects – 1,252 medical students enrolled in a six-year medical program in the 2013-2014 academic year. Methods – Ten medical-specific IL self-efficacy questions were developed to expand a 28-item Information Literacy Self-Efficacy Scale (ILSES) (Kurbanoglu, Akkoyunlu, & Umay, 2006). Medical students in Years 1 – 5 completed the questionnaire (in English) in the first two weeks of the academic year, with students in Year 6 completing after final exams. Respondents rated their confidence with each item 0 (‘I do not feel confident at all’) to 100 (‘I feel 100% confident’). Principal Axis Factoring analysis was conducted on all 38 items to identify subscales. Responses were found suitable for factor analysis using Bartlett’s Test of Sphericity and the Kaiser-Meyer-Olkin measure (KMO). Factors were extracted using the Kaiser-Gutmann rule with Varimax rotation applied. Cronbach’s alpha was used to test the internal consistency of each identified subscale. Following a One-way-ANOVA testing for significant differences, a Tamhane T2 post-hoc test obtained a pairwise comparison between mean responses for each student year. Main Results – Five subscales with a total of 35 items were validated for inclusion in the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) and found to have a high reliability (Chronbach’s alpha scores greater than .70). Subscales were labelled by concept, including “Evaluating and Processing Information” (11 items), “Medical Information Literacy Skills” (10 items), “Searching and Finding Information” (6 items), “Using the Library” (4 items), and “Bibliography” (4 items). The factor loading of non-medical subscales closely reflected studies validating the original ILSES (Kurbanoglu, Akkoyunla, & Umay, 2006; Usluel, 2007), suggesting consistency in varying contexts and across time. Although overall subscale means were relatively low, immediate findings among medical students at Ghent University demonstrated an increase in the IL self-efficacy of students as they advance through the 6-year medical program. Students revealed the least confidence in “Using the Library.” Conclusions – The self-efficacy of individuals in approaching IL tasks has an impact on self-motivation and lifelong learning. The authors developed the ILSES-M as part of a longitudinal study protocol appraising the IL self-efficacy beliefs of students in a six-year medical curriculum (De Meulemeester, Peleman, & Buysse, 2018). The ILSES-M “…could give a clear idea about the evolution of perceived IL and the related need for support and training” (p. 43). Further research could evaluate the scale’s impact on curriculum and, conversely, the impact of curricular changes on ILSE. Qualitative research may afford additional context for scale interpretation. The scale may also provide opportunities to assess the confidence levels of incoming students throughout time. The authors suggested further research should apply the ILSES-M in diverse cultural and curricular settings.

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

2008 ◽  
Vol 78 (4) ◽  
pp. 751-796 ◽  
Author(s):  
Ellen L. Usher ◽  
Frank Pajares
Keyword(s):  
Critical Review ◽  
Self Efficacy ◽  
Contextual Factors ◽  
Efficacy Beliefs ◽  
Academic Ability ◽  
Review Of The Literature ◽  
Future Directions ◽  
Psychological Mechanisms ◽  
Mastery Experience

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

scholarly journals Impact of Self-Efficacy Beliefs on Short- and Long-Term Academic Improvements for Underperforming Medical Students

2013 ◽  
Vol 1 (6) ◽  
pp. 168-176 ◽  
Author(s):  
Bunmi S. Malau-Aduli ◽  
Wendy Page ◽  
Nick Cooling ◽  
Richard Turner
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Short And Long Term

scholarly journals Dysfunctional Parenting Styles Are Associated with Mental Disorders and Low Self-Efficacy Beliefs in Brazilian Undergraduate Medical Students

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Vânia Meira Siqueira-Campos ◽  
Mariana Siqueira Campos De Deus ◽  
Larissa Arbués Carneiro ◽  
Alessandra Vitorino Naghettini ◽  
Maria Amélia Dias Pereira ◽  
...  
Keyword(s):  
Medical Students ◽  
Suicidal Ideation ◽  
Mental Disorders ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Parental Bonding ◽  
Efficacy Beliefs ◽  
Undergraduate Medical Students ◽  
Anxiety Depression ◽  
General Self Efficacy

Objective. To investigate the association between parental bonding styles and anxiety, depression, suicidal ideation, and self-efficacy beliefs in undergraduate medical students. Methods. A cross-sectional, self-administered survey involving 315 Brazilian medical students was conducted online. The Parental Bonding Instrument (PBI), the Generalized Anxiety Disorder-7 (GAD-7) scale, the 9-item Patient Health Questionnaire (PHQ-9), the Suicidal Behaviors Questionnaire-Revised (SBQ-R), and the general self-efficacy (GSE) scale were used. The internal consistency of the instruments used in the study was analyzed using Cronbach’s alpha. Multiple logistic regression models were applied, and the odds ratios (OR) and respective 95% confidence intervals (CI) were calculated to determine the association between parental bonding styles and anxiety, depression, suicidal ideation, and general self-efficacy beliefs. Results. In the analysis adjusted for sociodemographic variables, maternal affectionless control was associated with a greater risk of anxiety ( OR = 2.48 ; 95% CI: 1.15-5.33), depression ( OR = 7.54 ; 95% CI: 3.20-17.78), suicidal ideation ( OR = 3.62 ; 95% CI: 1.58-8.27), and low self-efficacy ( OR = 3.81 ; 95% CI: 1.76-8.25), while maternal neglectful parenting was associated with depression ( OR = 3.24 ; 95% CI: 1.17-8.96) and paternal affectionate constraint with suicidal ideation ( OR = 3.09 ; 95% CI: 1.36-7.02). Conclusions. These findings showed dysfunctional parenting styles to be associated with mental illnesses and low self-efficacy in Brazilian undergraduate medical students. This should be taken into consideration when treating medical students with mental disorders.

scholarly journals Development and validation of an Information Literacy Self-Efficacy Scale for medical students

2018 ◽  
Vol 12 (1) ◽  
pp. 27 ◽  
Author(s):  
Ann De Meulemeester ◽  
Heidi Buysse ◽  
Renaat Peleman
Keyword(s):  
Medical Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Medical Curriculum ◽  
Factor Model ◽  
Large Population ◽  
Efficacy Beliefs ◽  
Added Value ◽  
User Friendly ◽  
Development And Validation

The aim of this research is to develop and validate a scale for the evaluation of medical students’ information literacy self-efficacy beliefs, as this plays a crucial role in the development of lifelong learning objectives. Curriculum developers and medical educators need to have a good understanding of information literacy in order to decide when specific support and training should be integrated in the curricula. The use of a trustworthy, user-friendly tool in a large population able to detect different aspects of students’ information literacy self-efficacy beliefs could help to evaluate an entire curriculum. A 5-factor model was developed and validated within a 6-year medical curriculum (n=1252). Internal consistency of the subscales was high (α: 0.845-0.930). In conclusion, the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) could be an added value for evaluating medical students’ information literacy self-efficacy beliefs. Furthermore, it could form the basis for curriculum development as well as a guideline for critical curriculum reflection.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

Examining the Self-Efficacy Beliefs and Goal Orientations of Adult Learners

2007 ◽  
Author(s):  
Michelle M. Buehl ◽  
Helenrose Fives ◽  
Jonathan D. Buehl
Keyword(s):  
Adult Learners ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Efficacy Beliefs ◽  
The Self
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