Document Type : Original Article
Authors
Fuculty member, Department of Administration and Educational Planning, College of Education & Psychology Sciences, Shiraz University, Shiraz, Iran.
Abstract
The purpose of this study was to investigate the effectiveness ofquality of learning experience on academic stressand research self-efficacy of medical students. Hence, the research method was a descriptive correlational study. The research sample also consisted of 268 medical students at Shiraz University of Medical Sciences those were selected by cluster random sampling method. In addiotion, the research tools included quality of learning experience scale, academic stressscale and Research self-efficacy scale. After confirming their validity and reliability, the scales were distributed among the samples, and then the data were analyzed using structural equation model. Findings consequently showed that the quality of learning experience had a positive and significant effect on Research self-efficacy, although it had a negative and significant effect on academic stress. Correspondingly, academic stress caused a negative and significant effect on Research self-efficacy. These results indicated the existence of a significant relationship between the quality of learning experiences, academic stressand self-efficacy of research, therefore, this suggests that the relationship between the quality of learning experiences and their research effectiveness is directly and indirectly impacted by academic stress.
Keywords
Alghanim, S.A. and Alhamali, R.M., 2011, Research productivity among faculty members at medical and health schools in Saudi Arabia, Prevalence, obstacles, and associated factors, Saudi medical journal, vol.32, no.12, pp.1297-1303.
Arip, M.M., Kamaruzaman, D.N., Roslan, A., Ahmad, A., Rahman, M.A. and Malim, T., 2015, Development, validity and reliability of student stress inventory (SSI). The Social Sciences, vol .10, no.7, pp.1631-1638.
Arslan, N., 2017, Investigating the Relationship between Educational Stress and Emotional Self-Efficacy, Universal Journal of Educational Research, vol.5, no.10, pp.1736-1740.
Baltes, B., Hoffman-Kipp, P., Lynn, L. and Weltzer-Ward, L., 2010, Students' Research Self-Efficacy during Online Doctoral Research Courses, Contemporary Issues in Education Research, vol.3, no. 3, pp.51-58.
Bam, V.B., Oppong, G.A. and Ibitoye, M.B., 2014, Stress and coping mechanisms of nursing students during clinical practice in Ghana, Journal of Science and Technology (Ghana), vol.34,no. 2, pp.50-59.
Bandura, A., 1997, Theoretical perspectives, Self-efficacy: The exercise of control, pp.1-35.
Bashaarat, M. 2009, The relationship between emotional impairment and coping styles, The Journal of New Thoughts on Education, vol.5, no.4, pp. 9-28. [in Persian]
Bassi, M., Steca, P., Delle Fave, A. and Caprara, G.V., 2007, Academic self-efficacy beliefs and quality of experience in learning, Journal of Youth and Adolescence, vol.36,no.3, pp.301-312.
Bieschke, K.J., 2006, Research self-efficacy beliefs and research outcome expectations: Implications for developing scientifically minded psychologists, Journal of Career Assessment, vol.14,no.1, pp.77-91.
Borzone Valdebenito, M.A., 2017, Self-efficacy and academic experiences with university students, Acta Colombiana de Psicología, vol.20, no.1, pp.275-283.
Byrd, W.C., 2007, Assessing Campus Community in the Twenty-First Century (Doctoral dissertation, Virginia Tech).
Chan, M.F., Creedy, D.K., Chua, T.L. and Lim, C.C., 2011, Exploring the psychological health related profile of nursing students in Singapore: a cluster analysis, Journal of Clinical Nursing, vol.20, no.23‐24, pp.3553-3560.
Cheraghian, H., heidari, N., Aria, N., amraie, A., 2016, The Relationship of Creativity and Stress Coping Strategies with Playfulness in University Students, The Journal of New Thoughts on Education,vol. 12,no.3, pp. 39-58. [in Persian]
Chernomas, W.M. and Shapiro, C., 2013, Stress, depression, and anxiety among undergraduate nursing students. International journal of nursing education scholarship, vol.10,no.1, pp.255-266.
Chesnut, S.R., Siwatu, K.O., Young, H.A. and Tong, Y., 2015, Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students' Research Self-Efficacy Beliefs, International Journal of Doctoral Studies, vol.10.
Chýlová, H. and Natovová, L., 2013, Stress, self-efficacy and well-being of the university students, Journal on Efficiency and Responsibility in Education and Science, vol.6,no.3, pp.190-202.
Colacion-Quiros, H. and Gemora, R.B., 2016, Causes and effects of stress among faculty members in a state university, Asia Pacific Journal of Multidisciplinary Research, vol. 4,no.1.
Cole, D.A., Peeke, L., Dolezal, S., Murray, N. and Canzoniero, A., 1999, A longitudinal study of negative affect and self-perceived competence in young adolescents, Journal of Personality and Social Psychology,vol. 77, no.4, p.851.
Fave, A.D., Bassi, M. and Massimini, F., 2003, Quality of experience and risk perception in high-altitude rock climbing. Journal of Applied Sport Psychology, vol.15, no.1, pp.82-98.
Gmelch, W.H., Wilke, P.K. and Lovrich, N.P., 1986, Dimensions of stress among university faculty: Factor-analytic results from a national study, Research in higher education, vol.24, no.3, pp.266-286.
Gu, Q., Schweisfurth, M. and Day, C., 2010, Learning and growing in a ‘foreign’context: Intercultural experiences of international students, Compare, vol.40,no.1, pp.7-23.
Hemmings, B. and Kay, R., 2010, Research self-efficacy, publication output, and early career development. International Journal of Educational Management, vol.24,no.7, pp.562-574.
Kong, C.K., 2008, Classroom learning experiences and students’ perceptions of quality of school life. Learning Environments Research, vol.11,no.2, pp.111-129.
Lei, S.A., 2008, Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, vol,128,no.4.
Lin, H.F., 2007, Measuring online learning systems success: Applying the updated DeLone and McLean model. Cyberpsychology & behavior, vol.10,no.6, pp.817-820.
Lyrakos, D.G., 2012, The impact of stress, social support, self-efficacy and coping on university students, a multicultural European study, Psychology,vol. 3,no.02, p.143.
Neumann, Y. and Neumann, E.F., 1993, Quality of learning experience and students′ college outcomes, International Journal of Educational Management, vol.7,no.1.
Norouzi A, Abolghasemi M, Gahramani M, 2012, Science Creating Strategy based on Organizational Structures and Management Style for High Educations Centers, Strategic Management Studies, vol.12, Pp. 124-143. [in Persian]
Parveen, M., 2013, Faculty stress in a Saudi government university. International Journal of Humanities and Social Science, vol.3,no.18, pp.180-192.
Pascarella, E.T. and Terenzini, P.T., 2005, How College Affects Students: A Third Decade of Research, Vol. 2. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
Patiar, A., Ma, E., Kensbock, S. and Cox, R., 2017, Students' perceptions of quality and satisfaction with virtual field trips of hotels, Journal of Hospitality and Tourism Management,vol. 31, pp.134-141.
Pena, L. and Reis, D., 1997, Student stress and quality of education. Revista de Administração de empresas, vol.37,no.4, pp.16-27.
Pérez-Aróstegui, M.N., Bustinza-Sánchez, F. and Barrales-Molina, V., 2015, Exploring the relationship between information technology competence and quality management, BRQ Business Research Quarterly, vol.18,no.1, pp.4-17.
Reddy, K.J., Menon, K.R. and Thattil, A., 2018, Academic Stress and its Sources Among University Students. Biomedical and Pharmacology Journal, vol. 11,no.1, pp.531-537.
Reeve, K.L., Shumaker, C.J., Yearwood, E.L., Crowell, N.A. and Riley, J.B., 2013, Perceived stress and social support in undergraduate nursing students' educational experiences. Nurse education today, vol.33,no.4, pp.419-424.
Sánchez, A.S.C. and Segura, M.S.P., 2012, Prevalencia y factores asociados con el dolor de espalda y cuello en estudiantes universitarios. Revista Salud UIS, vol.44,no.2, pp.45-55.
Seyfee, G., Sepandaar, M., Ameenkhandaghee, M. 2013, The effects of students' continuous self-evaluation on their self-efficacy in research and academic achievement: an over-looked element in curriculum planning, The Journal of New Thoughts on Education, vol.9, no.1, pp. 51-76. [in Persian]
Sim, H.S. and Moon, W.H., 2015, July. Relationships between Self-Efficacy, Stress, Depression and Adjustment of College Students, In International Conference on Convergence Technology (Vol. 5, No. 1, pp. 197-198).
Simonelli-Muñoz, A.J., Balanza, S., Rivera-Caravaca, J.M., Vera-Catalán, T., Lorente, A.M. and Gallego-Gómez, J.I., 2018, Reliability and validity of the student stress inventory-stress manifestations questionnaire and its association with personal and academic factors in university students. Nurse education today,vol. 64, pp.156-160.
Stevenson, A. and Harper, S., 2006, Workplace stress and the student learning experience, Quality Assurance in Education, vol.14,no.2, pp.167-178.
Stuart, G.W., 2014, Principles and practice of psychiatric nursing-e-book. Elsevier Health Sciences.
Waqas, A., Khan, S., Sharif, W., Khalid, U. and Ali, A., 2015, Association of academic stress with sleeping difficulties in medical students of a Pakistani medical school: a cross sectional survey. PeerJ, vol.3, p.e840.
Winberg, T.M. and Hedman, L., 2008, Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes. Instructional Science, vol.36, no.4, pp.269-287.
Wolf, L., Stidham, A.W. and Ross, R., 2015, Predictors of stress and coping strategies of US accelerated vs. generic baccalaureate nursing students: An embedded mixed methods study. Nurse Education Today, vol.35,no.1, pp.201-205.
Zhao, F.F., Lei, X.L., He, W., Gu, Y.H. and Li, D.W., 2015, The study of perceived stress, coping strategy and self‐efficacy of C hinese undergraduate nursing students in clinical practice. International journal of nursing practice, vol.21, no.4, pp.401-409.
)