The relationship between self-regulation and educational performance in students

Design of International Chinese Education Promotion Platform Based on Artificial Intelligence and Facial Recognition Technology

With the continuous development of today's society, digital image processing technology has been applied in more and more fields, among which authentication in digital image processing technology has become a hot field. In the process of identity verification, the face is used as the basis of feature recognition because the method of using the face as a feature basis is more easily accepted by the public and the operation is simple and the feasibility is stronger. In the online education model, observing and comparing students' facial emotions through the platform and analyzing students' learning goals, learning effects, learning emotions, and contradictions and conflicts arising in the process of cooperation have become an effective teaching evaluation system. Up to now, China has developed into the second largest economy in the world. The global “Chinese fever” has brought China's culture into a new stage of development. Countries in the world learn Chinese culture by developing Chinese language courses. By building a Chinese learning intelligent system with a B/S structure, this system can effectively evaluate the teaching process. It can be seen from the test results that the platform meets the basic requirements of functional design.

Factors associated with medical students' self-regulated learning and its relationship with clinical performance: a cross-sectional study

BACKGROUND

The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and medical professionals. Self-regulated learning, which is a context-specific process, is affected by personal, contextual and social factors. Although many studies on exploring the factors that influenced SRL and the relationship of between SRL and clinical achievement levels have been carried out in western countries, little is known about the factors associated with self-regulated learning and its relationship with clinical performance among medical students in China.

METHODS

A cross-sectional online survey was distributed to 3rd year clinical medicine students who were in the clinical clerkship stage in a medical college in Wuhan. We used Self-regulated Learning Scale for Undergraduates (SLSU) to measure the self-regulated learning of students and Objective Structured Clinical Examination (OSCE) in the national proficiency test to assess the clinical performance of students. The participation rate was 73.95% (193 students). An independent t-test and analysis of variance were used to analyse the factors associated with self-regulated learning. The relationship between self-regulated learning and clinical performance was analysed with multilinear regression analysis.

RESULTS

Univariate analysis showed that having a clear career planning and a professional idol, providing full-time teaching clinical teachers in the clerkship department and seeking the help of the surrounding classmates and the guidance of teachers or senior students were significant predictors of self-regulated learning. Multilinear regression analysis has revealed a positive relationship among extrinsic goals (partial r = 0.171), clinical clerkship evaluation (partial r = 0.197) and clinical performance (F = 4.070, p = 0.004).

CONCLUSIONS

Motivation-related personal and social factors related to clinical context could promote the SRL level of medical students in China. Extrinsic goals and clinical clerkship evaluation could facilitate students' clinical achievements on clinical skills. External support, such as clinical clerkship management, might improve clinical performance on clinical skills in clinical clerkship context.

The effectiveness of group training of cognitive behavioral therapy-based stress management on anxiety, hardiness and self-efficacy in female medical students

INTRODUCTION

The present study aimed to investigate the effectiveness of cognitive behavioral therapies (CBTs) for anxiety, hardiness, and self-efficacy in female students of Birjand University of Medical Sciences.

MATERIALS AND METHODS

This was an interventional study. A sample of 30 participants were selected through the available sampling method and randomly assigned into experimental (CBT) and control groups (each group, 15 female student). The data collection instrument was the Beck Depression Inventory questionnaire. The questionnaires of Beck Anxiety Inventory, Ahvaz Hardiness Inventory, and Schwartz's General Self-Efficacy Scale were completed by all participants in two stages (pretest and posttest). A 6-session protocol of cognitive behavioral group therapy was performed only on the experimental group. The data were analyzed using Kolmogorov-Smirnov, Levene's F, Mbox, analysis of variance, and multivariate analysis of variance tests.

RESULTS

The intervention group showed that the mean of anxiety decreased, whereas (P < 0.001) the means of hardiness and self-efficacy increased in the posttest for the experimental group (P < 0.001).

CONCLUSION

Based on the obtained results, it can be concluded that CBT is an effective treatment for anxiety, hardiness, and self-efficacy. Therefore, through managing anxiety, the levels of hardiness and self-efficacy can be increased in students of university to be able to cope with the different challenges in their life.