The Determinants of Academic Achievement in Medical Students: a Cross-Sectional Designed Multifactorial Approach

This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886. The data were analyzed by the Statistical Package for Social Science version 18. From open-ended questions, the top 5 ranking factors increasing students’ happiness were teaching of instructors, content satisfaction, content understanding, free time, and handouts. Factors that had positive influences/associations with happiness of preclinical students were happiness in learning subjects taught in a particular year; satisfaction of content, study outcomes, materials, handouts, teaching motivating desire to learn, and applicability of content to medical profession; high motivation to study medicine, expected score, and the percentage of achievement of study targets; less amount of time spent on recorded-e-lecture study and internet for non-academic use; and low stress. Happiness of preclinical students was influenced by satisfaction in teaching and learning, their attitude, study habits, and academic achievement. Further studies on determining students’ happiness after improvement of teaching and learning environments, augmenting activities that enhance students’ motivation, and promoting good study habits among medical students, are required to prove whether enhancement of these factors could effectively increase students' happiness.

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

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.1866 ◽

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.

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Prevalence of Academic Procrastination Among Medical Students and Its Relationship with Their Academic Achievement

Shiraz E-Medical Journal ◽

10.5812/semj.96049 ◽

2020 ◽

Vol 21 (7) ◽

Author(s):

Ali Asghar Hayat ◽

Moein Jahanian ◽

Leila Bazrafcan ◽

Nasrin Shokrpour

Keyword(s):

Academic Achievement ◽

Medical Students ◽

Pearson Correlation ◽

Negative Relationship ◽

Male Students ◽

Academic Procrastination ◽

Validity And Reliability ◽

Medical Sciences ◽

Cross Sectional ◽

Significant Negative Relationship

Background: Procrastination is prevalent among university students and it affects different aspects of their personal and academic life. Objectives: This study aimed to determine the prevalence of academic procrastination among medical students and its relationship with their academic achievement. Methods: This is a cross-sectional correlational study of 317 medical students at Shiraz University of Medical Sciences. To collect the data, we used Solomon and Rothblum academic procrastination questionnaire (1984). The questionnaire’s validity and reliability were confirmed by experts. We used descriptive statistics and inferential statistics (Pearson correlation coefficient, Independent t-test, and one-way analysis of variance) to analyze the data by SPSS version 14. Results: The results showed that 29.25% of the students had academic procrastination (nearly always or always). Moreover, 47.9% of the students stated that academic procrastination at a moderate level had caused a lot of problems for them. There was a significant negative relationship between academic procrastination and academic achievement in medical students (P < 0.01). Male students and those living in the dormitory had higher levels of procrastination than females and those living at home (P < 0.01). Conclusions: The findings of the present study revealed that a considerable number of students had high levels of procrastination, leading to permanent problems and reduced academic achievement.

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THE INFLUENCE OF ORGANIZATIONAL ACTIVITIES ON MEDICAL STUDENTS’ ACADEMIC ACHIEVEMENT

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.39116 ◽

2018 ◽

Vol 7 (2) ◽

pp. 152

Author(s):

Yolanda Ayu Yashinta ◽

Budi Utomo ◽

Fundhy Sinar Ikrar Prihatanto

Keyword(s):

Academic Achievement ◽

Medical Students ◽

Extracurricular Activities ◽

Student Organizations ◽

Cross Sectional Study ◽

Cross Sectional ◽

Positive Effects ◽

R Program ◽

Organizational Activity ◽

Organizational Activities

Background: The influence of extracurricular activities on academic achievement has been studied in several studies. Some studies support that extracurricular activities can negatively impact academic achievement but other studies emphasize the positive effects of extracurricular activities. Extracurricular activities discussed in this study is the activity of organizing students as measured by organizational activities and committees. The purpose of this study is to determine the effect of organizational activity measured by organizational activities and the committees that are followed by students on academic achievement.Method: Cross-sectional study, using questionnaires distributed to 221 medical students class of 2014 in medical faculty of Airlangga University.Results: This research was analyzed multivariate using R program by using logistic regression test to know the influence of independent variable to dependent variable. From the results of this study found that the organizational activity measured from the student organization and committee activities have no significant effect on academic achievement.Conclusion: organizational activities and committees play an important role in predicting the activity of organizing students, but from the results of this study found that the organizational activity measured from student organizations and committee activities have no significant effect on academic achievement.

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Association between emotional intelligence and academic performance among students in Gandaki Medical College, Pokhara

Journal of Gandaki Medical College-Nepal ◽

10.3126/jgmcn.v14i1.32622 ◽

2021 ◽

Vol 14 (1) ◽

pp. 29-32

Author(s):

Rami Shrestha ◽

Nirmala Shrestha ◽

Sapana Koju ◽

Ratna Keshari Tako

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Academic Performance ◽

Medical Students ◽

Undergraduate Students ◽

Strong Relationship ◽

Cross Sectional Study ◽

P Value ◽

Cross Sectional ◽

Exact Test

Introduction: Recent studies in last few decades are revealing that Intelligence Quotient (IQ) alone is not a reliable factor of students’ academic achievement. It has been claimed that only 20% of a person’s success can be attributed to IQ and rest 80% to Emotional Quotient. Since, many researchers had claimed the influence of emotional intelligence on academic performance; the aims of this study were to find out the level of emotional intelligence and its relation with academic performance among Nepali undergraduate students. Methods: A cross sectional study was carried out in 280 medical students (120 male, 160 female). The data of this research was obtained through the use of a questionnaire which elicits information about their Emotional Intelligence level and academic performance. The obtained data was analyzed by SPSS. The degree of relationship between marks obtained and emotional intelligence were established by Correlation coefficient and Fischer exact test. The level of significance was set at p-value less than 0.05. Results: The mean level of emotional intelligence was high (5.055±0.798) among Nepalese medical students. The respondents were reported to have high level of emotional intelligence with (5.544±0.929) for Self- awareness, (5.035±1.01) for Social awareness, (5.394±1.11) for Social skill and moderate level of emotional intelligence (4.24±1.37) for Self-management. Conclusion: There was a positive and strong relationship between the respondents’ overall emotional intelligence and their academic achievement which means that the higher their level of emotional intelligence, the better they perform academically.

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Emotional Intelligence and Academic Performance Among Egyptian and Saudi Arabian Undergraduate Medical Students: A Cross Sectional Study

10.21203/rs.3.rs-671729/v1 ◽

2021 ◽

Author(s):

Shimaa R. Abdelmohsen ◽

Zenat A. Khired ◽

Angham Soliman El-Ma'doul ◽

Ayah M. Barakat ◽

Zeinab A. Kasemy

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Saudi Arabia ◽

Medical Students ◽

Saudi Arabian ◽

Cross Sectional Study ◽

Self Awareness ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional

Abstract Objectives The purpose of this study was to explore the domains of emotional intelligence among medical students and ascertain its relationship to academic achievement. Method: A cross-sectional study was conducted on 2340 undergraduate medical students from different Egyptian and Saudi Arabian universities using a semi-structured online abstract including two parts: Socio-demographic data and emotional intelligence questionnaire. Results The study was conducted on 2340 medical students aged (21.5 ± 1.9, range = 17–24 years) from two countries, Saudi Arabia (28.8%) and Egypt (71.2%). Females represented 68.4%. Academic achievement was distributed as excellent 54.1%, very good (28%), good (14.5%) and accepted (3.4%). The total EI score reported that 63.9% of the students had strength while 35.9% needed attention. Managing emotion, motivating oneself and total EI score were significantly higher among Egyptian students in comparison to Saudi Arabia students (P < 0.001). Females showed significantly higher EI scores than males. Egyptian males showed significantly higher EI scores than Saudi Arabian males (P < 0.001). Self-awareness was significantly high in Saudi Arabian females while managing emotions was significantly high among Egyptian females (P < 0.01). Academic achievement showed that EI scores were significantly higher among very good and excellent achievement in comparison to good or accepted achievement except self-awareness which showed that those with accepted achievement had higher self-awareness than those with high achievement. Significant positive correlation was found between EI scores and academic achievement (P < 0.001) Conclusion Emotional intelligence domains relate significantly to academic achievements in medical students. Therefore, this study recommended the necessity of improving the students ‘emotional intelligence in the scientific and community environment with proper interventions strategies through developing program that enhances their academic achievement to play a pivotal role when transforming into business world and recently in academic study.

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Assessment of brain dominance and its correlation with academic achievement among medical students: A cross-sectional study

Archives of Mental Health ◽

10.4103/amh.amh_3_20 ◽

2020 ◽

Vol 21 (1) ◽

pp. 25

Author(s):

KumarKrishna Anjana ◽

VedalaveniChowdappa Suresh ◽

Chandraprakash Poornima ◽

Ipsita Debata

Keyword(s):

Academic Achievement ◽

Medical Students ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Brain Dominance

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ACADEMIC ACHIEVEMENT AND ITS ASSOCIATED FACTORS AMONG THE FIRST AND SECOND YEAR MEDICAL STUDENTS OF THE COURSE 2012-2018 AT HUE UNIVERSITY OF MEDICINE AND PHARMACY

Journal of Medicine and Pharmacy ◽

10.34071/jmp.2016.2.12 ◽

2016 ◽

pp. 85-94

Author(s):

Thi Loi Tran ◽

Duc Lai Tran

Keyword(s):

Academic Achievement ◽

Medical Students ◽

Classroom Management ◽

Associated Factors ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Cross Sectional Study ◽

Cross Sectional ◽

Factors Associated ◽

The Mean

Objectives: To investigate the 1st and 2nd year academic achievement (AA) and its associated factors among the first and second years medical students of the course 2012-2018 at Hue University of Medicine and Pharmacy (Hue UMP). Methods: Using a cross-sectional study. Four hundred and eighty students were interviewed using the self-developed questionnaire to track the students’ 1st and 2nd year AA, demographics, daily time use for learning and activities, and their appraisal about the curriculum. Data were analysized using STATA 10.0 and applying multiple linear regression analysis. Results: The mean of students’ GPA of the 1st year (6.95±0.90) was statistically higher than that of the 2nd year (6.83±0.92). The mean of activity achievement of the 1st year (81.40±4.10) was significantly lower than that of the 2nd year (83.96±4.13). Factors associated with 1st year AA included gender, 1st year activity achievement, National examination score upon admission into Hue UMP, National high school graduation examination result, self-study time, disappointment from the 1st year and disorientation after the 1st year. Factors associated with the 2nd year AA were age, 1st year AA, 2nd year activity achievement, time spent for non-academic internet use, time spent for participating in classroom management. Conclusion: Further consultation for students on learning methods and effective strategies for coping withadverse learning environment should be extended to improve students’ academic achievement. Lecturers should be more mindful of subject content and teaching methods to optimizeincrease students’ academic achievement. Key words: academic achievement, associated factors, medical students.

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The relationship between personality type and the academic achievement of medical students in a Saudi medical school

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20183052 ◽

2018 ◽

Vol 5 (8) ◽

pp. 3205

Author(s):

Khalid A. Alshehri ◽

Hussein M. Alshamrani ◽

Ahmed A. Alharbi ◽

Hisham Z. Alshehri ◽

Maryam Z. Enani ◽

...

Keyword(s):

Academic Achievement ◽

Medical Students ◽

Undergraduate Students ◽

Personality Type ◽

Type A ◽

P Value ◽

Chi Square ◽

Cross Sectional ◽

Chi Square Test ◽

The Relationship

Background: The significance of understanding one’s individual personality is crucial to performance in study and at work and to one’s communication with others. This study aims to evaluate the distribution of personality types amongst medical students and to study the relationship between each personality type and academic achievement.Methods: This cross-sectional study was used. Total of 414 medical students from king Abdelaziz university in Jeddah participated. Data was collected by using validated DiSC assessment questionnaire. Data were entered by electronic questionnaire. A chi-square test was used to analyze the data.Results: A total of 148 (36%) students belonged to C personality type. A total of 102 (24%) belonged to D type. The S type was found dominant amongst 127 (31%) students. Finally, 37 (9%) of the students conformed to the I type. A chi-square test was conducted to assess the relationship between academic achievement and DiSC assessment which revealed no significance P value (0.08).Conclusions: The highest percentage of medical students conformed to the C personality type, whilst the lowest percentage showed a tendency toward the I personality type. These results would be helpful for the undergraduate students or high school graduate in which some of them may have the belief that only certain kind of personalities would fit appropriate in the medical field or succeed. We recommend for further studies to be carried out using the DiSC model on students from other specialty rather than medical filed, as engineering, to see their personality type. This may help students in freshman year to choose a specialty that suit their personality type.

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