scholarly journals Mediating Effects of Metacognitive Learning Strategies in the Relationship between Learning-related Emotions and Academic Self-efficacy with Academic Performance in Medical Students

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Metacognitive Strategies ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance.Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve. Keywords: Academic self-efficacy, learning related emotions, metacognitive strategies, academic performance, medical students

scholarly journals Mediating Effects of Metacognitive Learning Strategies in the Relationship between Learning-related Emotions and Academic Self-efficacy with Academic Performance in Medical Students

2019 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

2021 ◽  
Vol 37 (1) ◽  
pp. 227-243
Author(s):  
Mahir Tahrir Salih Mohammed ◽  
◽  
Faridah Ibrahim ◽  
Norzita Yunus ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Media Multitasking ◽  
Media Usage ◽  
Malaysian Students ◽  
The Relationship ◽  
Academic Self Efficacy

Social media usage is known to harness new lifestyle among the youth. Use of social media promotes the negative as well as positive consequences for the students in general and academic life. This study examined the relationship between social media usage, multitasking of social media, and students' academic self-efficacy on students' academic performance among Malaysian youth. The current work also evaluates the mediating effect of students' academic self-efficacy on social media usage and social media multitasking on their academic performance. This study embraced a cross-sectional research design and quantitative data collected from 644 Malaysian students of higher education institutions. The collected data were analysed using SPSS v23 and PLS-SEM-based SmartPLS 3.1. The findings revealed that social media usage and social media multitasking are positively and significantly related to students' self-efficacy. Moreover, the results also showed that social media usage and multitasking, and students' self-efficacy are significantly associated with their academic performance. The results also exposed the mediational effect of students' self-efficacy on the relationship between social media multitasking and students' academic performance in higher education. The study recommends that by initiating the self-efficacy program in promoting social media's academic use and multitasking among Malaysian higher education students would result in better performance. Keywords: Social Media, self-efficacy, multitasking, media usage, academic performance.

scholarly journals Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the COVID-19 pandemic

2021 ◽  
Vol 18 ◽  
pp. 9
Author(s):  
Ngatoiatu Rohmani ◽  
Rosi Andriani
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nurse Educators ◽  
First Year ◽  
Innovative Learning ◽  
Cross Tabulation ◽  
The Relationship ◽  
Academic Self Efficacy

Purpose: Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.Methods: The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.Results: Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01; and γ=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.Conclusion: Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

scholarly journals Mediating Effect of It Tools Usage on the Relationship Between Academic Self-efficacy, Learning Attitude and Academic Performance

2020 ◽  
Vol 3 (3) ◽  
pp. 377-389
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Ayesha Abbas
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Public Schools ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Survey Method ◽  
Learning Attitude ◽  
It Usage ◽  
The Relationship ◽  
Academic Self Efficacy

Information technology has a powerful impact on our daily doings in all walks of life. Particularly in educational settings, the pyramid of learning attitude has been altered by the usage of technological tools in learning process and thus the performance of the students. However, comprehensive integration of information technology tools to enhance the learning is a deemed necessity of information age where adolescents are seemed as digital natives. Therefore, this study focused on measuring the mediating effect of information technology usage on the relationship of Academic efficacy &learning attitude and academic performance of the students in secondary schools. Multi stage sampling technique was used; 10% of secondary public schools were randomly selected from four randomly selected Tehsils of Sargodha as sample; at second stage, 20% of the 10th graders were selected from each school through stratified random sampling. Data was collected through questionnaire by using quantitative survey method. Path analysis was applied to study the mediating effect of IT usage on the relationship between academic self-efficacy and academic performance. Findings revealed that academic self-efficacy exert significant positive in direct effect on the academic performance mediated through IT usage. Similarly, academic attitude also found to have significant direct and indirect effect on the academic performance. Therefore, it is suggested that teachers should integrate the technology embedded activities in their teaching.

scholarly journals EFFECTS OF POSITIVE EMOTIONS, ACADEMIC SELF EFFICACY AND SELF REGULATED LEARNING ON SATISFACTION WITH LIFE IN MEDICAL STUDENTS

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Ahmad Bilal ◽  
Muhammad Umair ◽  
Muhammad Ateeb ◽  
Alina Saif
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Cross Sectional Survey ◽  
Self Regulated Learning ◽  
Informed Consent Form ◽  
Regulated Learning ◽  
Academic Self Efficacy

ABSTRACT BACKGROUND & OBJECTIVE: The previous studies had found a significant relationship among positive emotions, academic self-efficacy (ASE), self-regulated learning (SRL), and satisfaction with life (SWL). The present study was conducted to predict SWL from positive emotions and SRL in medical students. METHODOLOGY: The study involved a cross-sectional survey research design. Three hundred medical students from the three medical colleges in Bahawalpur, Lodhran, and Sahiwal were randomly recruited to participate in the study from October 2019 to January 2020. Research Ethics Committee duly approved the study at The Islamia University of Bahawalpur vide No. REC/B-31/2019-F. All the participants filled the necessary informed consent form. Four Likert type scales (a) Dispositional Positive Emotions Scale, (b) Academic Self Efficacy Scale, (c) Efficacy for Self Regulated Learning Scale, and (d) Satisfaction with Life Scale were appended to a single questionnaire to collect the data. The Statistical Package for the Social Sciences, version 25, was used for statistical analysis. The correlation analysis, multiple regression analysis, and analysis of variance were used to compute results. RESULTS: The study found a statistically significant positive correlation among positive emotions, ASE, SRL, and SWL in medical students. The positive emotions and SRL significantly predicted SWL while ASE did not significantly predict SWL in medical students. The 4th and 5th-year students showed more positive emotions, and students of 1st and 4th years showed more SRL than students of other years.  CONCLUSION: The study concluded that both positive emotions and SRL significantly predicted SWL in medical students. There were found significant year-wise differences in both positive emotions and SRL.

scholarly journals ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL

2018 ◽  
Vol 9 (2) ◽  
pp. 38 ◽  
Author(s):  
Lu Qian ◽  
Zhao Fuqiang
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Poor Performance ◽  
Academic Stress ◽  
Academic Procrastination ◽  
Mediation Model ◽  
Mediating Effects ◽  
The Individual ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.

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