scholarly journals Predictors of Electronic Learning Self-Efficacy: A Cross-Sectional Study in Saudi Arabian Universities

2021 ◽  
Vol 6 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Baian A. Baattaiah ◽  
Abdulfattah S. Alqahtani
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Grade Point ◽  
Electronic Learning ◽  
Learning Satisfaction ◽  
Academic Self Efficacy

This study aims at describing academic self-efficacy in online learning and exploring the determinant factors of learners’ academic self-efficacy. In this cross-sectional survey-based study, 892 respondents voluntarily participated in and completed the survey. Online learning self-efficacy was assessed using an online academic self-efficacy questionnaire. The sociodemographic characteristics showed that 85% of the respondents were female, 21% were medical students, and 13% were postgraduate students. Most respondents reported insufficient self-efficacy for learning and time management, whereas 51% showed good self-efficacy for technology. When considering the study’s field, more medical students reported good self-efficacy scores for learning and technology (36% and 68%, respectively) than non-medical students (33% and 47%, respectively). Time management self-efficacy was mostly reported to be good (47%) among those with a high grade point average. The results showed that educational status, field of study, and learning satisfaction were significant predictors of self-efficacy for learning and technology (p < 0.001). Gender, academic performance, and learning satisfaction were significant predictors of self-efficacy for time management (p < 0.001). Self-efficacy can play a major role in online learning, particularly in circumstances like the sudden transformation of the educational system that has occurred during the COVID-19 pandemic. An effective academic self-efficacy of learning, use of technology, and time management skills should also be emphasized. The value of this research lies in exploring the electronic learning self-efficacy and its predictor among university students. The research findings help us improve students’ academic self-efficacy to enhance the learning environment by planning new studies.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals Analysis of academic self-efficacy of medical students learning English for specific purposes

2021 ◽  
Vol 74 (3-4) ◽  
pp. 74-82
Author(s):  
Stasa Djokic ◽  
Nina Brkic-Jovanovic ◽  
Zoran Marosan ◽  
Vuk Markovic
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
English For Specific Purposes ◽  
Grade Point ◽  
Academic Tasks ◽  
Novi Sad ◽  
Academic Self Efficacy ◽  
Learning English

Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical students who learn English for Specific purposes at the Faculty of Medicine of the University of Novi Sad, with respect to their gender, year of study, grade achieved in the previous course in English, and the length of learning English before enrolling in the Faculty. Material and Methods. The study included 58 medical students. The researchers used the College Academic Self-Efficacy Scale questionnaire developed by Owen and Froman (1988) to assess academic self-efficacy. Results. Three significant factors were identified: general self-competence, communication with the professor, and attendance at lectures, with general self-competence being the most significant factor. Considering the independent variables, only the grade showed statistical significance. Establishing the grade as such a significant predictor can be explained by the fact that good grades and a high grade point average are presented as very desirable outcomes. However, a good grade does not necessarily mean having better knowledge or correct use of language. Conclusion. Further research into this topic is necessary, with expanding the number of participants, study programs and variables.

scholarly journals Self-Efficacy of Medical Students in Two Schools with Different Education Methodologies (Problem-Basead Learning versus Traditional)

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Janaína Maciel Lopes ◽  
João Gabriel Franco Castro ◽  
José Maria Peixoto ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
School Setting ◽  
Female Gender ◽  
Positive Influence ◽  
The Self ◽  
Cross Sectional ◽  
Curricular Model ◽  
Academic Self Efficacy

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p <0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

scholarly journals INFLUENCE OF PARENTAL INCOME AND ENCOURAGEMENT ON ACADEMIC SELF-EFFICACY AND ACHIEVEMENT AMONG MALAYSIAN UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (44) ◽  
pp. 81-94
Author(s):  
Kee Tan Yee ◽  
Mimi Fitriana ◽  
Sin Siau Ching ◽  
Vimala Govindasamy ◽  
Chuan Ho Meng
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Efficacy ◽  
Multiple Linear Regression Model ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Encouragement ◽  
Working Status ◽  
Academic Self Efficacy

Parents play an important role in shaping the academic achievement of their children. This study aimed to investigate the association between parental factors and university students’ academic self-efficacy and academic achievement, and the correlation between academic self-efficacy and the academic achievement of university students within the context of Malaysia. The cross-sectional study recruited participants using an online questionnaire, which included demographic information such as age, current education status, current working status, Cumulative Grade Point Average (CGPA) and parents’ monthly income, the Parental Encouragement Scale (PES), and Academic Self-efficacy (ASE) Scale. A total of 196 participants responded to the survey. The results of the Pearson’s correlation showed that parental encouragement was positively correlated with academic self-efficacy (r (196)=.144, p=.044), whilst academic self-efficacy was positively correlated with CGPA (r (196) = .241, p=.001). The multiple linear regression model showed that part-time working status (β=-.184, p=.008) and academic self-efficacy (β=.252, p<.001) were significantly associated with CGPA. Parents should be encouraged and trained to develop academic self-efficacy in their children.

Mental health and online learning among medical students during the COVID-19 pandemic: a Saudi national study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sumayah AlJhani ◽  
Deemah Alateeq ◽  
Afnan Alwabili ◽  
Ahmad Alamro
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Medical Students ◽  
Perceived Stress ◽  
National Study ◽  
Generalized Anxiety ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Medical Colleges

Purpose The coronavirus disease (COVID-19) pandemic has multiple consequences, including social distancing and the shift of education from in-person to online learning, which may have a psychological impact on students, especially those in medical colleges. This study aims to explore the effect of online learning on medical students’ mental health during the COVID-19 pandemic across Saudi Arabia. Design/methodology/approach A descriptive, nationwide, cross-sectional survey was conducted during the COVID-19 pandemic, after students in medical colleges moved to online learning. It included socio-demographic characteristics, online learning-related questions, perceived stress scale and generalized anxiety disorder-7. Findings The participants represented various academic levels within the basic science phase (44.9%) and clinical phase (55.1%) and various regions, including the central (55.3%), western (18.8%), northern (13.4%), southern (8.8%) and eastern (3.7%) regions. Moderate to high perceived stress was reported by 94.4% of students. Two-thirds of the students reported generalized anxiety symptoms, ranging from moderate to severe in 47% of them. A significant positive correlation was found between stress and anxiety. Women, age > 25, first-year students, students facing oral and objective structured clinical examinations, students with excellent and pass grades and those facing difficulties had higher levels of stress and anxiety. In addition, being non-Saudi, married or having a history of psychiatric illness was associated with higher levels of anxiety. Originality/value Stress and anxiety were highly expressed among participants using online learning. In addition to studying the efficacy of online learning, it is important to focus on its effect on medical students’ mental health, due to the highly competitive and demanding environment of medical colleges.

scholarly journals Role of Alexithymia in Predicting Self-Efficacy in Academic Students of a North Indian Institution: A Cross Sectional Study

2019 ◽  
Vol 3 (8) ◽  
pp. 275-280
Author(s):  
Devanshu Chaudhary ◽  
Anjali Meena
Keyword(s):  
College Students ◽  
Medical Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Uttar Pradesh ◽  
Dental Students ◽  
North India ◽  
Cross Sectional Survey ◽  
Cross Sectional

INTRODUCTION: Alexithymia is a cognitive-affective style and a personality construct that is associated with various physical and psychological disorders. It refers to a personality trait associated with difficulties with identifying or describing feelings, mental imaging and fantasy, and external cognitive orientation AIM: To access the problem of alexithymia among the Academic (Dental and Ayurvedic) students of an Institution in North India. MATERIALS AND METHOD: A questionnaire based cross-sectional survey was carried out among the medical students of D.J. Group of Institutions, Modinagar, Ghaziabad district, Uttar Pradesh, India. Ethical approval was obtained from the Institutional Review Board, Modinagar and informed consent was obtained from all the study participants prior to the study. RESULTS: The questionnaire based study was carried out among 252 medical students of D.J. Group of Institutions, Modinagar, Ghaziabad district, Uttar Pradesh, India. Out of which 113 students were of Ayurveda and 139 were dental students. The inter group comparison of respondents according to course of study in which majority of the Ayurveda students were having significant result for the alexithymia problem. CONCLUSION: This study demonstrates that alexithymia plays significant role in decreasing self-efficacy in academic students. As alexithymia is high in college students and affects self-regulation, goal orientation, and academic function, we suggest that mental physicians routinely evaluate medical college students for alexithymia.

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 Autoeficácia de Estudantes de Medicina em Duas Escolas com Metodologias de Ensino Diferentes (Aprendizado Baseado em Problemas versus Tradicional)

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Janaína Maciel Lopes ◽  
João Gabriel Franco Castro ◽  
José Maria Peixoto ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
School Setting ◽  
Female Gender ◽  
Positive Influence ◽  
The Self ◽  
Cross Sectional ◽  
Curricular Model ◽  
Academic Self Efficacy

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p <0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

Impact of emotional intelligence on level of academic achievement in a sample of Saudi female medical student

2017 ◽  
Vol 41 (S1) ◽  
pp. s908-s909
Author(s):  
E. Soliman ◽  
A. Fayed ◽  
E. Al Mussaed ◽  
H. Alawad ◽  
D. Elradi
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Medical Students ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Emotional Quotient Inventory ◽  
Competing Interest ◽  
High Level

BackgroundEmotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.ObjectiveTo examine relation between academic achievement and emotional intelligence among medical students.MethodA cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).ResultThe average Intrapersonal score of participating students was 14.9 ± 3.4 and Interpersonal was 41.7 ± 4.9. The students scored 32.0 ± 5.0 in stress management scale and 31.9 ± 4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1 ± 6.4 and the positive impression ranged between 6 and 23 (17.3 ± 2.8). Positive week correlations were defined between the GPA and self-efficacy (r = 0.13) and Adaptability (r = 0.08) though these correlations were statistically insignificant (P > 0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2 = 0.33) with significant effect of self-efficacy, adaptability and general mood scores (P < 0.05).ConclusionMedical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Medical Students’ Attitude in Patient Safety: A Survey From a Tertiary Hospital in Thailand

2019 ◽  
Vol 42 (4) ◽  
pp. 22-33
Author(s):  
Watanyu Parapiboon ◽  
Piyaporn Sittitaworn ◽  
Sorarat Lermanuworat
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Safety Culture ◽  
Positive Attitude ◽  
Working Hours ◽  
Patient Safety Culture ◽  
Attitude Score ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Grade Point

Background: Understand patient safety attitude in medical students is important and useful to improve teaching on patient safety at undergraduate level. Objective: To assess the attitude on patient safety in clinical year medical students. Methods: A cross-sectional survey was conducted in 4th to 6th year medical students in Maharat Nakhon Ratchasima Hospital from August to September 2018. The 26-item Attitudes toward Patient Safety Questionnaire (APSQ) was sent via Google Forms to medical students for voluntary, anonymous answer. The 9 topics of patient safety culture were collected and analyzed. Results: There were 106 of 128 medical students responded to the questionnaire. In 9 topics of safety culture, the highest positive attitude in medical students was working hours as an error cause (76.1%). Meanwhile, the lowest positive attitude was professional incompetence as an error cause (26.9%). Neither academic year nor grade point average (GPA) of medical students was associated with positive attitude score. Half of medical students reported a positive attitude of the importance of patient safety in the curriculum. Conclusions: Medical students had positive attitude of patient safety. Perspective in systems thinking of patient safety should be emphasized in patient safety education of medical students.  

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