scholarly journals Comparison of Physical Therapy Students' General Self-Efficacy Scale Results Before and After the Implementation of E-Learning

2010 ◽  
Vol 25 (5) ◽  
pp. 677-681 ◽  
Author(s):  
Mutsumi ONUKI ◽  
Hitoshi MARUYAMA
Keyword(s):  
Physical Therapy ◽  
Self Efficacy ◽  
Physical Therapy Students ◽  
Before And After ◽  
E Learning ◽  
General Self Efficacy

scholarly journals Exploring graduate occupational and physical therapy students’ approaches to studying, self-efficacy, and positive mental health

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Elaina DaLomba ◽  
Saji Mansur ◽  
Tore Bonsaksen ◽  
Mary Jan Greer
Keyword(s):  
Mental Health ◽  
Physical Therapy ◽  
Self Efficacy ◽  
Study Skills ◽  
Short Form ◽  
Physical Therapy Students ◽  
Surface Approach ◽  
Approaches To Studying ◽  
Occupational And Physical Therapy ◽  
General Self Efficacy

Abstract Background Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying. Method A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression. Results Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p <  0.01) and strategic (β = 0.34, p <  0.05) scales, and lower ratings on the surface scale (β = − 0.29, p <  0.01). Compared to OT students, PT students had higher surface approach ratings (β = − 0.36, p <  0.001). Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41, p < 0.001). Conclusions To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.

scholarly journals The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tahereh Baherimoghadam ◽  
Shahram Hamedani ◽  
Manoosh mehrabi ◽  
Navid Naseri ◽  
Nooshin Marzban
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Dental Students ◽  
Dental Student ◽  
Satisfaction Questionnaire ◽  
Level Of Satisfaction ◽  
E Learning ◽  
General Self Efficacy

Abstract Introduction The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Method Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. Results The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. Conclusion The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

scholarly journals uberty Health Education and Female Students’ Self-efficacy

2019 ◽  
Vol 5 (4) ◽  
pp. 231-238
Author(s):  
Simin Khatirpasha ◽  
◽  
Marhamat Farahani-Nia ◽  
Soghra Nikpour ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

scholarly journals Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Érica de Matos Reis Ferreira ◽  
Rafael Zambelli Pinto ◽  
Paula Maria Machado Arantes ◽  
Érica Leandro Marciano Vieira ◽  
Antônio Lúcio Teixeira ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Trait Anxiety ◽  
Clinical Examination ◽  
Salivary Cortisol ◽  
Self Efficacy ◽  
Physiological Stress ◽  
Clinical Skills ◽  
Pearson Correlation ◽  
Objective Structured Clinical Examination ◽  
Physical Therapy Students

Abstract Background Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. Design Concurrent mixed methods study. Methods A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. Results Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. Conclusions A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students’ confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance.

Evaluating Quantitative and Qualitative Types of Change

2012 ◽  
Vol 19 (3) ◽  
pp. 378-391 ◽  
Author(s):  
Jennifer Mencl ◽  
Louis Tay ◽  
Catherine E. Schwoerer ◽  
Fritz Drasgow
Keyword(s):  
Self Efficacy ◽  
Latent Variable ◽  
Rank Order ◽  
Qualitative Change ◽  
Variable Cross ◽  
Sales Training ◽  
Domain Specific ◽  
Before And After ◽  
The Difference ◽  
General Self Efficacy

In this research, the authors present theoretical explanations for quantitative and qualitative types of changes to evaluate the malleability of general self-efficacy (GSE) and specific self-efficacy (SSE) measures due to domain-specific training. First, the authors hypothesize that the change in the GSE measure due to sales training is a quantitative mean-difference (alpha) change. Second, they hypothesize that the change in SSE due to sales training is a qualitative (beta or gamma) change. Results of latent variable cross-lagged analysis on sales trainee data ( N = 417) support the authors’ hypothesis that the difference in GSE was quantitative. Findings also provide partial support of the second hypothesis that a change in a SSE measure was qualitative. The qualitative change is attributed to the novelty and complexity of the particular SSE tasks (i.e., direct selling). Additional analysis of rank-order consistency further validates the measures and demonstrates the GSE measure was consistent before and after training whereas the SSE scales were not as consistent. Theoretical and practical implications of the findings are discussed.

scholarly journals Underlying Dimensions of Utilization of E-Learning among University of Santo Tomas Physical Therapy Students 2006-2007

2007 ◽  
Author(s):  
Donald Lipardo ◽  
Rachel Ann Lagman ◽  
Marian Grace Gabor ◽  
Jaimie Rachel Lim ◽  
Randy Jaeger Sy ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Physical Therapy Students ◽  
E Learning
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