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 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 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 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.

Mediating effect of student engagement on social network sites and academic performance of medical students

2019 ◽  
Vol 39 (9/10) ◽  
pp. 899-910
Author(s):  
Ishfaq Hussain Bhat ◽  
Shilpi Gupta
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Student Engagement ◽  
Medical Students ◽  
Structural Equation ◽  
Cognitive Engagement ◽  
Mediating Effect ◽  
Content Type ◽  
The Social ◽  
The Relationship

Purpose In the recent times social media is considered as the most popular tool of communication among the students in India. Based on the assumption that the usage of social media is going to reinforce the academic performance among the medical students, the purpose of this paper is to investigate the mediating effect of student engagement on the use of SM and AP of medical students of India. Design/methodology/approach The students were selected from the top three public-funded medical colleges of India. Almost 250 medical students took part in the survey. A self-administered structured questionnaire was used for the collection of the data. Structural equation modelling was used for the analysis of the final data. Findings The results of the study show that student engagement is a multi-dimensional construct. It was found that the behavioural and emotional engagement did not mediate the relationship between usage of social media and academic performance, whereas, the cognitive engagement did mediate the relationship. The outcome of the study depicts that the usage of the social media has a potential impact on the learning environment and enhances the cognitive engagement among the medical students and eventually their academic performance. Research limitations/implications This paper contributes to the existing body of knowledge on the effectiveness of social media in higher education learning among medical students. Furthermore, the study also looks at the mediating effect of Student engagement between usage of social media and academic performance. This will be helpful for the educator to know how social media can be useful for conducive learning. Originality/value The usage of the social media is claimed to enhance learning among the students but there is hardly any empirical evidence of the same. Therefore, the present paper looks at the combined effect of two distinct sets of literature, i.e., the influence of usage of social media on student engagement, and student engagement and academic performance. Linking the two studies the present paper looks at the usage of the social media, student engagement and academic performance among the medical students of India.

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 MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION

2016 ◽  
Vol 71 (1) ◽  
pp. 62-72
Author(s):  
Şenol Şen
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Effort Regulation ◽  
Metacognitive Learning

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

scholarly journals University student satisfaction, resource management and metacognitive learning strategies

2020 ◽  
Vol 20 ◽  
Author(s):  
Gamze Kasalak ◽  
Miray Dağyar
Keyword(s):  
Resource Management ◽  
Student Satisfaction ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Mediating Effect ◽  
Equation Modelling ◽  
Metacognitive Learning ◽  
Self Regulatory Learning

The study aims to determine the relationship between university students’ satisfaction with the university and the use of resource management and metacognitive self-regulatory learning strategies through structural equation modelling. This study was designed in the relational screening model, which is among the descriptive research methods and defines the relationships between variables. The data were collected from 364 undergraduate students at a university in Turkey. Structural equation modelling was used to test the model that showed the relationships between student satisfaction, resource management and metacognitive self-regulatory learning strategies, and the descriptive statistics of the variables and correlations were also calculated. Research results show that metacognitive and resource management self-regulatory learning strategies affect student satisfaction. significantly at a low level. Students’ use of self-regulatory learning strategies positively affects their satisfaction from the institution they are studying. In addition, the mediating effect of resource management self-regulatory learning strategy between metacognitive learning and student satisfaction was examined, and the indirect impact of resource management on student satisfaction was also found to be significant.

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