Mediation effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students

2020 ◽  
Vol 27 (2) ◽  
pp. 48-62
Author(s):  
Sangwoo Kim ◽  
Byounghee Lee
Keyword(s):  
Social Support ◽  
Physical Therapy ◽  
Self Efficacy ◽  
College Adjustment ◽  
Academic Stress ◽  
Physical Therapy Students ◽  
Mediation Effects

scholarly journals Efectos de la meditación sobre el estrés académico en estudiantes de Licenciatura en Fisioterapia

2017 ◽  
Vol 13 (19) ◽  
pp. 97
Author(s):  
Nancy Elizet Gutiérrez Gómez ◽  
Josué Mauricio Becerra Cabrera ◽  
Miguel Ángel Martínez Camacho ◽  
María Carlota García Gutiérrez
Keyword(s):  
College Students ◽  
Physical Therapy ◽  
Intervention Program ◽  
Academic Stress ◽  
Control Group ◽  
Physical Therapy Students ◽  
Science Center ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Introduction: Stress is one of the most common psychological disorders. In Mexico, a study of academic stress in college students found that a high percentage of students had experienced intense anxiety (73.4%). Research on physical therapy students at the Riphah Rehabilitation Science Center show that the prevalence of perceived stress is 88%.Meditation programs in college students had resulted beneficial for the management of stress, depression and anxiety. Objective: To determine the effects of meditation on academic stress in first semester students of the degree in physiotherapy of the Autonomous University of Querétaro. Methodology: Quasi-experimental study. Participants: Thirty-six firstsemester students of the physiotherapy degree from the Autonomous University of Querétaro, a control group of 17 students and 19 in the experimental group. The experimental group was intervened for 8 weeks with guided meditation sessions with duration of 20 to 25 minutes from Monday to Friday. Both control and experimental groups were evaluated through the Academic Stress Inventory before and after the intervention program. Results: There is a significant reduction in stress levels using meditation in the experimental group (p = 0.0002). For the control group, no significant difference was found in stress p = 0.093. Conclusion: An 8-week meditation program has healthy effects on the academic stress of undergraduate physical therapy students.

Perceived Academic Stress in Physical Therapy Students

1994 ◽  
Vol 8 (2) ◽  
pp. 71-75 ◽  
Author(s):  
Shaunna OʼMeara ◽  
Tricia Kostas ◽  
Fred Markland ◽  
Jeanne C Previty
Keyword(s):  
Physical Therapy ◽  
Academic Stress ◽  
Physical Therapy Students

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.

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 Explaining the effect of a 1-year intervention promoting physical activity in middle schools: a mediation analysis

2007 ◽  
Vol 11 (5) ◽  
pp. 501-512 ◽  
Author(s):  
L Haerens ◽  
E Cerin ◽  
L Maes ◽  
G Cardon ◽  
B Deforche ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Middle Schools ◽  
Parental Support ◽  
Self Efficacy ◽  
Perceived Benefits ◽  
Activity Change ◽  
Mediation Effects ◽  
Physical Activity Change ◽  
Suppressor Effect

AbstractObjectiveThe aim of the present study was to examine the mediation effects of changes in psychosocial determinants of physical activity (attitude, social support, self-efficacy, perceived benefits and barriers) on changes in physical activity.DesignOne-year intervention study with baseline and 1-year post measures of physical activity habits and psychosocial correlates.SettingFifteen middle schools.SubjectsBoys and girls (n = 2840) aged 11–15 years completed the validated questionnaires during class hours.ResultsThe product-of-coefficients test was used to asses the mediating effects. Self-efficacy for physical activity at school was found to be the only significant mediator of physical activity change. Specifically, self-efficacy for physical activity at school partly mediated the effect of the intervention on total and school-related physical activity change in the intervention group with parental support (P < 0.05). None of the other potential mediators, attitudes, social support, perceived benefits and perceived barriers, seemed to have had a positive effect. Even a suppressor effect was found for attitudes. Given that the effects of self-efficacy and attitudes were of opposite direction, the total mediated/suppressed effects of the intervention were not statistically significant.ConclusionsPositive changes in total and school-related physical activity in adolescents could be partly explained by increases in self-efficacy for physical activity at school through a physical activity intervention in middle schools with parental support. However, the suppressor effect of attitudes decreased this effect. As this is one of the first true mediation analyses in this age group, further research is needed to replicate the importance of these mediators.

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