The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety

Challenges faced by women and persons excluded because of their ethnicity and race in physics learning environments: review of the literature and recommendations for departments and instructors

Physics, as a discipline, has long struggled with pervasive stereotypes and biases about who is capable and can excel in it. Physics also ranks among the least diverse among all science, technology, engineering, and mathematics (STEM) disciplines, often cultivating and fostering learning environments that lack inclusivity and equity. Moreover, stereotypes about brilliance, inequitable physics learning environments and the overall physics culture not only impact the experiences and outcomes of students who major in physics, but also those from other STEM disciplines who must take physics courses. Here we undertake a narrative review, delving into research concerning diversity, equity, and inclusion within undergraduate physics education. We concentrate on the experiences of women and persons excluded due to their ethnicity or race in physics, aiming to shed light on the alarming current situation. The review begins with a few concrete examples of exclusionary experiences that research shows are common for women in physics and can reduce their interest or motivation to pursue a physics major. Then, we provide our conceptualization of equity in physics learning environments and describe the frameworks informing the perspective taken in the review. We then discuss issues related to inequities in physics learning environments, including but not limited to inequities in academic performance, participation, and persistence in physics, as well as psychological factors such as physics self-efficacy, perceived recognition, social belonging, mindset beliefs, and others. We also review research on factors commonly associated with the lack of diversity, equity, and inclusion in physics including the lack of role models, stereotypes associating physics with brilliance, and the overall prototypical culture of physics. We emphasize that addressing these systemic issues in physics requires a holistic approach. We conclude with a list of recommendations for physics departments and instructors on how they can play an important role in transforming the physics culture and making the learning environments equitable and inclusive so that all students can engage in learning physics and enjoy it while feeling supported.

Building Resilience in Medical Students: "Strengthening You to Strengthen Them"

Medical students, like many health professional students, are at risk for burnout and other negative well-being outcomes. Research suggests that building resilience may help to mitigate these risks. A multi-disciplinary team developed, delivered, and evaluated a training on building resilience for medical students entitled, "Resilience for Health Providers - Strengthening You to Strengthen Them." The training program provided parallel learning intended to teach medical students how to apply protective factors to both themselves and their patients. The research team proposed that training medical students to understand mechanisms that support resilience such as motivation and self-efficacy may increase the development of resilience as part of their medical training. Through parallel learning, students can also learn how to apply these mechanisms to their patients. The evaluation of the training's effectiveness consisted of pre- and post-tests. Medical students' resilience was measured using the Connor-Davidson Resilience Scale (CD-RISC-10), a tested and validated scale. Findings indicated that post-test scores increased in each domain from pre-test. Participants reported enhanced skill building for both their own resilience and that of patients after the training. Results from the CD-RISC-10 scale showed that the medical students rated slightly lower than the mean identified by the CD-RISC-10 creators. The results from this initial study to strengthen health professionals' self-reported resilience showed that the training improved medical students' self-reported resilience and their confidence in assisting houseless participants to improve their understanding of building their own self-resilience.

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BACKGROUND

Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.

PURPOSE

The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.

METHOD

A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.

RESULTS

Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.

CONCLUSIONS

The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

Psychological empowerment-a mechanism for well-being of teachers: Psychometric evaluation of a tool

BACKGROUND

Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers' "psychological empowerment" is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer's "Psychological Empowerment Scale" (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers' psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India.

MATERIALS AND METHODS

Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach's α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA).

RESULTS

EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values.

CONCLUSION

Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.

The relationship between self-efficacy, resilience, and job burnout in pediatric residents: a cross-sectional study in Western China

BACKGROUND

Burnout is prevalent among pediatric residents. Self-efficacy and resilience, as concepts of positive psychology, may be protective factors for burnout. However, no current data demonstrates the mechanism of their interaction.

OBJECTIVES

To investigate the pediatric residents' status of self-efficacy, resilience, and job burnout in a university-affiliated hospital in western China. To explore relationships among them, especially the mediating effects of resilience.

METHODS

The study was conducted with 190 pediatric residents from an A-Class women's and children's hospital in western China. Data included demographic characteristics, status of pediatric residents, measures of burnout (using the Physicians' Career Burnout Questionnaire), self-efficacy (using the General Self-Efficacy Scale) and resilience (using the Connor-Davidson Resilience Scale). Multiple regression analysis and mediation analysis with bootstrapping were used to identify whether resilience mediates the relationship between self-efficacy and burnout.

RESULTS

Female pediatric residents exhibited significantly lower self-efficacy (t = 2.53, p<0.05) and higher levels of job burnout (t=-2.64, p<0.01) compared to male residents. Residents in the standardized training stage experienced higher levels of job burnout compared to those who had completed the training, as indicated by t-values of -3.21, -2.13, and - 2.80 (p<0.05). Significant correlations (p ≤ 0.01) were found among self-efficacy, resilience, and burnout. Additionally, our findings indicated that pediatric residents' self-efficacy can positively predict job burnout and its three dimensions through a major mediating effect of resilience.

CONCLUSIONS

The findings regarding the mediating effect of resilience on the influence of self-efficacy on burnout, and their association with gender and residency status, have practical implications for interventions aimed at reducing burnout and improving the well-being of pediatric residents.

The Mediating and Moderating Role of Social-Emotional Skills in the Relationship between Sports Participation and Test Anxiety

PURPOSE

Test anxiety is a prevalent issue among adolescents, prompting a need for effective coping mechanisms. Participation in sports, which is gaining recognition for its crucial role in alleviating test anxiety, may be effective due to its association with social-emotional skills. Moreover, students with diverse levels of social-emotional skills not only experience enjoyment in sports differently but also perceive test anxiety uniquely, leading to varying interpretations of the relationships between them. Due to the lack of direct evidence, therefore, this study aimed to explore the intricate relationships among sports participation, test anxiety, and social-emotional skills.

METHODS

Utilizing OECD data from 61,010 participants across 10 locations, all variable measurements were collected through the Survey on Social and Emotional Skills (SSES).

RESULTS

The results indicated that social-emotional skills mediated and moderated the relationship between sports participation and test anxiety. However, only lower- and medium-level social-emotional skills significantly weakened the negative correlation between sports participation and test anxiety.

CONCLUSION

Social-emotional skills serve a dual function in the relationship between sports participation and test anxiety. Not only do they elucidate why sports participation can alleviate test anxiety, but they also act as regulators, moderating the extent of this alleviation. These findings provide valuable insights for educational interventions, underscoring the importance of sports participation and the cultivation of social-emotional skills in mitigating test anxiety.

The impact of the Systematic Assessment for Resilience (SAR) framework on students' resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

BACKGROUND

Medical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students' resilience, anxiety, depression, burnout, and academic stress.

METHODS

This study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback.

RESULTS

Post-intervention, students demonstrated a significant increase in resilience scores (p < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress (p < 0.001). The burnout types were also statistically different (p < 0.001) except client-related burnout (p > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture.

CONCLUSION

The SAR framework significantly contributes to enhancing medical students' resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.

Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors

Self-efficacy consists of the judgment of one's abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students' self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale "Scale of Self-efficacy in Higher Education" was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

The effects of resourcefulness-based instrumental reminiscence therapy on psychological adjustment in nursing home residents: a randomised controlled trial

BACKGROUND

Older adults do not always adapt successfully to nursing homes. Learning resourcefulness and instrumental reminiscence may contribute to the psychological adjustment made by nursing home residents. How both attributes can be combined to enhance residents' adjustment remains unclear.

OBJECTIVES

This study examined the effects of resourcefulness-based instrumental reminiscence therapy (RBIRT) on psychological adjustment, learned resourcefulness, self-efficacy, social support and quality of life (QoL) of nursing home residents.

METHODS

A randomised, controlled, assessor-blinded, parallel-arm trial was conducted between January 2022 and February 2023 in Fujian, China, with 120 participants (intervention = 60, comparison = 60) from two separate nursing homes. The intervention group participants received a 6-week RBIRT, involving Reminiscence Interview, Emotional Venting, Reconstruction Strategies, Planning for the Future and Strengthening Support. The control group participants received routine institutional care. Participants were assessed using the Nursing Home Adjustment Scale, Resourcefulness Scale, General Self-efficacy Scale, Perceived Social Support Scale and the 12-item Short-Form Health Survey. Outcomes were evaluated at baseline (T0), immediately post intervention (T1) and at 1-month (T2) and 3-months (T3) post-intervention.

RESULTS

Participants in the intervention group showed significant improvement in 'psychological adjustment,' 'learned resourcefulness,' 'self-efficacy,' 'social support' and 'QoL-mental health dimension' compared to the control group (P < 0.001). These effects were sustained at the 1- and 3-month follow-ups.

CONCLUSIONS

Innovative RBIRT improved psychological adjustment, learned resourcefulness, self-efficacy, social support and mental health-related QoL among nursing home residents.

A cross-sectional study on the role of computer anxiety in students' online learning

Introduction

Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning.

Methods

This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6.

Results

Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students' computer anxiety and their online learning (r=-0.59, p<0.001).

Conclusion

The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.

Exploring the effective elements on the personal and professional development among health-care providers: A qualitative study

BACKGROUND

A new domain of "personal and professional development" was introduced as a core competency of health-care providers. This study aimed to explore the experiences of learners and faculty members about what competencies or skills were essential for the professional development and success of health-care providers.

MATERIALS AND METHODS

This is a qualitative study using an inductive content analysis approach in 2019-2020. In the present study, 58 academic faculty members participated by purposeful sampling including ten associate professors (17.24%) and 24 assistance professors (41.37%), in addition to 23-year medical residents (20.65%) and 4^th-year nursing students (20.65%). Individual and group interviews were conducted. Data were analyzed by the inductive content analysis approach introduced by Graneheim and Lundman.

RESULTS

The qualitative data were classified in 953 open codes and eight categories, which were further divided into four main categories: "socio-emotional skills," "life-long learning skills," "coping skills," and "well-being strategies."

CONCLUSIONS

The present results showed socioemotional and coping skills affect interpersonal and professional interactions that contributed to their improved health-care providers' capabilities. Participants also considered lifelong learning as influential in developing professional capabilities and keeping their knowledge and skills up-to-date for accountability to duties. Moreover, using well-being strategies protects the mental and physical health of health-care providers. These skills are synergistic, and their combination can have a significant role in improving the personal and professional capabilities.

The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience

Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents' academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants were 250 students who were selected via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling (SEM) in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents' peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success.

Self-Efficacy and Professional Identity Among Freshmen Nursing Students: A Latent Profile and Moderated Mediation Analysis

This study was designed to estimate the associations between self-efficacy and professional identity. A total of 1,051 freshmen nursing students (FNSs) from the Be Resilient to Nursing Career (BRNC) program were recruited from four universities between September and November 2020. A latent profile and moderated meditation analysis were performed. Four profiles of self-efficacy were identified and named as Lowest (15.6%), Med-low (45.0%), Med-high (32.7%), and Highest (6.7%). The mediating role of resilience and the moderating effect of role models were also identified. Therefore, self-efficacy, resilience, and role models may be three important factors to professional identity in FNSs and these relationships should be further validated in longitudinal or interventional studies.