IMPACT OF PSYCHOLOGICAL HEALTH ON ACADEMIC PERFORMANCE OF MEDICAL STUDENTS. WHERE DO WE STAND?

ABSTRACT BACKGROUND & OBJECTIVE: The objective of our study is to evaluate the prevalence of anxiety, stress and depression in undergraduate MBBS students to correlate it with self-efficacy, life satisfaction and to evaluate its effect on academic performance. We have also considered the relation between academic year and last year score. METHODOLOGY: A total of 800 self-administered questionnaires were filled by 1st year to final year undergraduate students using non-probability, purposive sampling. The 10-minute questionnaire comprised of four sections: (1) demographics (2) Depression, Stress and Anxiety Scale (DASS ) 21 scoring system (3) Satisfaction with Life Scale (4) General Self-Efficacy Scale. The demographic questions included participants’ age, gender, and year of study, residence and last year professional examination score percentage. A percentage below 50% was named as low achievers. A percentage from 50% to 70% was considered as moderate achievers and above 70% as high achievers. RESULTS: In this sample of 505 students 180 (35.6%) were male undergraduates consisting of 18.6% from 1st year, 26.5% from 2nd year and 20.8%, 18% and 16% from 3rd year, 4th year and final year respectively. The depression, anxiety and stress rate were 69.5%, 78.6% and 63.4% respectively. Generally, depression, anxiety and stress were found more in females as compared to males. Anxiety was more common as compared to stress and depression. Students of 4th year were experiencing least psychological stress. CONCLUSION: Moderate level of depression, stress and anxiety is necessary for good grades but excess of these psychological problems leads to emotional exhaustion and has a negative effect on learning and academic score. These psychological problems also lower the general self-efficacy of a student and are associated with low satisfaction with life.

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Self-Efficacy as a Predictor of Life Satisfaction among Undergraduate Students

International Journal of Indian Psychology ◽

10.25215/0202.002 ◽

2015 ◽

Vol 2 (2) ◽

Cited By ~ 1

Author(s):

Masaud Ansari ◽

Dr. Kr. Sajid Ali Khan

Keyword(s):

Life Satisfaction ◽

Graduate Students ◽

Undergraduate Students ◽

Self Efficacy ◽

Satisfaction With Life ◽

Sampling Technique ◽

Satisfaction With Life Scale ◽

Simple Linear Regression ◽

Life Scale ◽

General Self Efficacy

In the present investigation an attempt was made to study the Self-efficacy, as a predictor of Life satisfaction among undergraduate students. A sample of 120 under-graduate students from Faculty of Social Science, AMU, Aligarh was drawn by using purposive sampling technique. General Self-Efficacy Scale–Hindi Version (GSE-H) developed by Jerusalem & Schwarzer (1992) and Satisfaction with life Scale developed by Diener, Emmons, Larsen, and Griffen (1985) were administered. For the data analyses Simple Linear Regression was applied. The findings of the present study showed that Self-efficacy and Life Satisfaction significantly correlated with each other and Self-Efficacy had its significant impact on Life Satisfaction among under-graduate students.

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Multidimensional Perfectionism in a Sample of Jordanian High School Students

Australian Journal of Guidance and Counselling ◽

10.1017/jgc.2012.20 ◽

2013 ◽

Vol 23 (1) ◽

pp. 95-105 ◽

Cited By ~ 5

Author(s):

Abdul-Kareem M. Jaradat

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Self Efficacy ◽

Satisfaction With Life ◽

Satisfaction With Life Scale ◽

School Students ◽

Counselling Services ◽

High Standards ◽

General Self Efficacy

Counsellors need to be able to understand perfectionism in students, and the different forms that this perfectionism may take, in order to provide their students with the appropriate counselling services. This study investigated gender differences in perfectionism, and examined the relationship of perfectionism to general self-efficacy, life-satisfaction, academic achievement and satisfaction with academic achievement among a sample of 419 high school students (47.0% female, 53.0% male). Data were collected using five scales: (1) The Almost Perfect Scale — Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001); (2) the General Self-Efficacy Scale (GSES; Schwarzer & Jerusalem, 1995); (3) the Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen & Griffin, 1985); (4) a single item scale for measuring satisfaction with academic achievement; and (5) a demographic information form. Results indicated that females are significantly more perfectionist than males. Adaptive perfectionists had higher self-efficacy, satisfaction with life, academic achievement and satisfaction with academic achievement than did both maladaptive perfectionists and nonperfectionists. Furthermore, there were no significant differences between maladaptive perfectionists and nonperfectionists on any of these variables. This implies that prevention and intervention programs should be designed to enable high school students to set realistically high standards.

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Self-efficacy and psychological well-being of teachers

e-mentor ◽

10.15219/em90.1517 ◽

2021 ◽

Vol 90 (3) ◽

pp. 4-10

Author(s):

Agnieszka Lipińska-Grobelny ◽

◽

Marta Narska

Keyword(s):

Psychometric Properties ◽

Self Efficacy ◽

Satisfaction With Life ◽

Positive Impact ◽

Well Being ◽

Satisfaction With Life Scale ◽

Positive And Negative Affect ◽

Psychological Well Being ◽

Life Scale ◽

General Self Efficacy

Introduction: The aim of the presented research was to check whether there is a connection between teachers’ self-efficacy and their psychological well-being from a holistic (hedonic and eudaimonic) perspective. Method: The study involved 100 teachers who were asked to fill in the following research tools with proven psychometric properties: the General Self-Efficacy Scale, the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Psychological Well-being Scale. Results: The obtained data confirm that there is a connection between self-efficacy belief, and hedonic and eudaimonic well-being. The degree of professional promotion grades modifies the relationships considered. Conclusions: The psychological well-being of teachers is significantly associated with their evaluation of efficacy, which may have a positive impact on the effectiveness of teachers’ professional functioning and the achievements of their students.

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Psychological distress and coping styles in teachers: A preliminary study

Australian Journal of Education ◽

10.1177/0004944120908960 ◽

2020 ◽

Vol 64 (2) ◽

pp. 127-146 ◽

Cited By ~ 1

Author(s):

Peta Stapleton ◽

Sarah Garby ◽

Debbie Sabot

Keyword(s):

Psychological Distress ◽

Coping Strategies ◽

Psychological Health ◽

Online Survey ◽

Satisfaction With Life ◽

Clinical Symptoms ◽

Coping Styles ◽

Satisfaction With Life Scale ◽

Empirical Measures ◽

Brief Cope

Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.

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RELATIONSHIP OF BURNOUT WITH RESCUERS JOB PERFORMANCE

10.31124/advance.12275555.v1 ◽

2020 ◽

Author(s):

Naveed Shibli ◽

Iram Mumtaz

Keyword(s):

Life Satisfaction ◽

Cultural Studies ◽

Job Performance ◽

Self Efficacy ◽

Satisfaction With Life ◽

Cross Cultural ◽

Satisfaction With Life Scale ◽

Government Department ◽

Life Scale ◽

Relationship Of

Rescuers jobs are important because these are related with own and others lives. The present study was conducted to study that how burnout levels are related with rescuers and their jobs? Copenhagen Burnout Inventory, Self-efficacy scale and the satisfaction with life scale were administered to 120 male rescuers working in a government department serving against various positions. It was found that self-efficacy was significantly correlated with life satisfaction (r= .45, p< .01) among rescuers. Moreover it was found that self-efficacy and life satisfaction were negatively correlated with burnout (r= -.71, p< .01), (r= -.56, p< .01). Some important demographic findings regarding age, assignment and education also emerged. Cross-cultural studies recommended.

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Subjective Well-Being and Its Relation to Academic Performance among Students in Medicine, Dentistry, and Other Health Professions

Education Sciences ◽

10.3390/educsci10090224 ◽

2020 ◽

Vol 10 (9) ◽

pp. 224

Author(s):

Vijay Kumar Chattu ◽

Pradeep Kumar Sahu ◽

Neela Seedial ◽

Gerlisa Seecharan ◽

Amanda Seepersad ◽

...

Keyword(s):

Academic Performance ◽

Satisfaction With Life ◽

Pearson Correlation ◽

Well Being ◽

Satisfaction With Life Scale ◽

Subjective Well Being ◽

Negative Experience ◽

Significant Difference ◽

Life Scale ◽

Type Of School

Subjective well-being is defined as a person’s cognitive and affective evaluations of his or her life. This study aims to investigate the differences in the domains of subjective well-being based on gender, type of school, and academic performance. Additionally, the study aimed to determine the factors (socio-demographic variables, including the academic performance of the students) that are predictive of subjective well-being. Subjective well-being was assessed using a questionnaire which included the Satisfaction with Life Scale (SWLS), which measured the respondent’s life satisfaction, the Scale of Positive and Negative Experience (SPANE), which consisted of six positive and negative emotions, and, lastly, the Flourishing Scale (FS), which measured the respondents’ self-perceived success. Data were collected, transformed into a linear scale, and exported into SPSS version 24, where t-tests, one-way analysis of variance, Pearson correlation, and stepwise regression were performed. Of the total of 535 participants, the majority were females (383 = 71.6%) and studying in a school of medicine (31.8%). With respect to the SWLS and FS, a significant difference was reported among students based on the type of school and their academic performance (p < 0.05). While comparing the differences in the SPANE, a significant difference was recorded based on academic performance. Among the domains of subjective well-being, only the SPANE showed a significant association with academic performance. Greater subjective well-being correlates with higher academic performance, indicating that subjective well-being is an important aspect of a student’s academic life; provisions can be made by paying more attention to those who showed poor academic performance during and at the end of each semester.

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Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Journal of Psychoeducational Assessment ◽

10.1177/0734282920946143 ◽

2020 ◽

pp. 073428292094614

Author(s):

Ming-Hui Lu ◽

Fei-Fan Pang ◽

Xiao-Meng Chen ◽

Yu-Qing Zou ◽

Jia-Wei Chen ◽

...

Keyword(s):

Special Education ◽

Psychometric Properties ◽

Special Education Teachers ◽

Self Efficacy ◽

Satisfaction With Life ◽

Satisfaction With Life Scale ◽

Psychoeducational Assessment ◽

Sense Of Efficacy ◽

Life Scale ◽

Teacher Self Efficacy

Teacher self-efficacy plays an important role in special education; yet, the literature on the measurement of teacher self-efficacy in this field is limited. This study investigated the psychometric properties of the Teachers’ Sense of Efficacy Scale with a sample of Chinese special education teachers ( N = 401, 24.19% male). Confirmatory factor analysis indicated that the Chinese special educational version of the Teacher's Sense of Efficacy Scale (CS-TSES), modified from the Asian model by Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries. Journal of Psychoeducational Assessment, 33(8), 769-779, showed an excellent fit. Additionally, correlations were observed between the results of the CS-TSES and both the Multidimensional Scale of Perceived Social Support and the Satisfaction with Life Scale, providing criterion-related validity. In sum, the findings indicated that the TSES is applicable to special education teachers in the Chinese context.

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Test-Retest Reliability, Internal Consistency, and Construct Validity of the Farsi Version of the Oxford Happiness Inventory

Psychological Reports ◽

10.2466/pr0.103.1.139-144 ◽

2008 ◽

Vol 103 (1) ◽

pp. 139-144 ◽

Cited By ~ 6

Author(s):

Ali Asghar Bayani

Keyword(s):

Construct Validity ◽

Undergraduate Students ◽

Satisfaction With Life ◽

Well Being ◽

Preliminary Evidence ◽

Satisfaction With Life Scale ◽

Life Scale ◽

Oxford Happiness Inventory ◽

Test Retest Reliability ◽

Farsi Version

This study examined the reliability and preliminary evidence for validity of a Farsi (Persian) version of the Oxford Happiness Inventory with 309 undergraduate students (161 women and 148 men). Participants completed the Farsi versions of four subscales of the Oxford Happiness Inventory, the Satisfaction with Life Scale, the Beck Depression Inventory, and the Depression-Happiness Scale. Analyses indicated that the Farsi version of the Oxford Happiness Scale has reliability as a measure of well-being and provided some preliminary evidence of construct validity.

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Revised Form of the Belief in Good Luck Scale in a Turkish Sample

Psychological Reports ◽

10.2466/pr0.2003.93.2.585 ◽

2003 ◽

Vol 93 (2) ◽

pp. 585-594 ◽

Cited By ~ 5

Author(s):

Bengi öner-özkan

Keyword(s):

Undergraduate Students ◽

Satisfaction With Life ◽

Satisfaction With Life Scale ◽

Good Luck ◽

General Belief ◽

Control Scale ◽

Life Scale ◽

The Mean ◽

Psychology Course ◽

Extended Scale

The aim of the study was to explore the patterns of belief in luck in a Turkish sample. For this purpose, a shorter version of Freedman and Darke's Belief in Good Luck Scale was given, including some more items related to the beliefs in ‘consistent’ versus ‘variant’ patterns of luck. This scale, together with Turkish versions of Rosenberg's measure of Global Self-esteem, Rotter's Internal-External Locus of Control Scale, and the Satisfaction With Life Scale of Diener, Emmons, Larsen, and Griffin, was administered to a group of 173 (96 men, 77 women) undergraduate students from the Middle East Technical University attending an elective general psychology course. The mean age was 21 yr. ( SD = 2.1). The factor composition of the extended scale consisted of three scales, similar to the original version. Loading of new items on the General Belief in Luck factor indicates that this factor may describe a belief in an organised pattern of luck.

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Bahagia dalam Meraih Cita-cita: Kesejahteraan Subjektif Mahasiswa Teknik Arsitektur Ditinjau dari Regulasi Emosi dan Efikasi Diri

Psikohumaniora Jurnal Penelitian Psikologi ◽

10.21580/pjpp.v2i1.1357 ◽

2017 ◽

Vol 2 (1) ◽

pp. 12

Author(s):

Setyani Alfinuha ◽

Fathul Lubabin Nuqul

Keyword(s):

Emotion Regulation ◽

Negative Affect ◽

Self Efficacy ◽

Satisfaction With Life ◽

Well Being ◽

Satisfaction With Life Scale ◽

Subjective Well Being ◽

Life Scale ◽

New Students ◽

Negative Feelings

Abstract: Subjective well-being is people’s evaluation of they life. It includes evaluation about cognitive and affective. People have higher subjective well-being, they have a more positive affective or good feelings and satisfied with the life they have. Contrary, people who have lower subjective well-being tend to overcome negative feelings in him. Therefore, subjective well-being is very important in the life of every individual is no exception to the new students. There are many factors that influence the subjective well-being such as sex, religion, education, intelligence emotion regulation and self efficacy. This study focused on the influence of self efficacy and regulasi emosi toward subjective well-being. This study aims to look at the effects of self-efficacy and emotion regulation towards students’s subjective well-being. The study involved 107 new students majoring in engineering architecture that consists of 51 men and 56 women This study uses a quantitative approach which is measured using four scales that is Possitive and Negative Affect Schedule (PANAS) and Satisfaction with Life Scale (SWLS), General Self efficacy (GSE), and Emotion Regulation Questionnaire (ERQ) to measure emotion regulation. The results show that there is the influence of self-efficacy and emotion regulation on subjective well-being. Simultanously, self-efficacy and regulation of emotions influence subjective well-being of 32.5% to the subjective well-being. But partialy, self efficacy more has contribute to subjective well-being, than emotion regulation.<div class="Section1">Abstrak: Subjective well-being merupakan evaluasi individu terhadap kehidupannya yang meliputi penilaian kognitif dan afeksi. Individu dikatakan memiliki subjective well-being tinggi jika mengalami lebih banyak afeksi positif atau perasaan menyenangkan dan puas atas kehidupan yang dimiliki. Sebaliknya, orang yang memiliki subjective well-being rendah cenderung diliputi perasaan-perasaan negatif dalam dirinya. Oleh sebab itu, subjective well-being sangat penting dalam kehidupan setiap individu tidak terkecuali pada mahasiswa baru. Ada banyak faktor yang mempengaruhi subjective well-being antara lain jenis kelamin, religiusitas, pendidikan, kecerdasan, regulasi emosi dan self efficacy. Penelitian ini memfocuskan tentang pengaruh efikasi diri dan regulasi emosi terhadap subjective well-being. Penelitian ini melibatkan 107 orang mahasiswa baru jurusan teknik arsitektur yang terdiri dari 51 orang laki-laki dan 56 orang perempuan Penelitian ini menggunakan pendekatan kuantitatif yang diukur menggunakan empat skala yaitu Possitive and Negative Affect Schedule (PANAS), Satisfaction with Life Scale (SWLS), General Self efficacy (GSE) dan Emotion Regulation Questionnaire (ERQ). Analisis yang dilakukan adalah analisis deskripsi dan regresi linier berganda. Hasil penelitian menunjukkan bahwa terdapat pengaruh self efficacy dan regulasi emosi terhadap subjective well-being. Secara bersama-sama, self efficacy dan regulasi emosi mempengaruhi subjective well-being sebesar 32,5%terhadap subjective well-being. Secara terpisah, self efficacy memberikan sumbangan sebanyak 21,62% dan regulasi emosi sebanyak 3,53% terhadap subjective well-being.</div>

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