BACKGROUND:
There is growing acknowledgment that medical education can be a stressful experience for students and may have a devastating effect on their psychological well-being. The present article, therefore, aimed at investigating students' academic resilience as a mediating variable in self-efficacy-test anxiety relation.
MATERIALS AND METHODS:
In this cross-sectional correlational study, a convenience sample of 243 medical students was selected and participated, three prevalidated questionnaires were applied, that is, general self-efficacy questionnaire, academic resilience questionnaire, and test anxiety questionnaire. To analyze the data, Pearson's correlation coefficient as well as structural equation modeling (SEM) were used.
RESULTS:
According to Pearson's coefficients, self-efficacy was found to be positively correlated with academic resilience (
r
= 0.437,
P
≤ 0.01) and negatively with test anxiety (
r
= −0.475,
P
≤ 0.01). SEM results also indicated that self-efficacy positively impacts on academic resilience (β = 0.43,
P
< 0.001) and negatively on test anxiety (β = −0.37,
P
< 0.001). In addition, results demonstrated the mediating role of academic resilience in self-efficacy-test anxiety relationship (β = −0.108,
P
< 0.001).
CONCLUSION:
This study showed that academic resilience could play a mediating role in students' self-efficacy-test anxiety relationship.
Introduction
Theories and numerous empirical studies indicate teaching performance and students’ learning progress are affected by teaching self-efficacy. Therefore, the present study examines the psychometric properties of the Persian version of the physician teaching self-efficacy questionnaire.
Methods
The 16-item physician teaching self-efficacy questionnaire was translated from English to Persian and back-translated to English and then administered to 242 medical teachers from six medical universities. To assess construct validity, researchers made use of confirmatory factor analysis. To check the reliability and validity of the physician teaching self-efficacy questionnaire, we used internal consistency, discriminant, convergent, and criterion validity.
Results
PLS-SEM results substantiated the original three factor structure of the questionnaire which is dyadic, triadic, and self-regulation. For all sub-scales, internal consistency- measured by Cronbach’s alpha and composite reliability, convergent validity- measured by factor loading and AVE, and discriminant validity- measured by cross-loading, Fornell-Larcker, and HTMT metrics- confirmed the construct reliability and validity of the questionnaire. A positive correlation was, also, fund between teaching motivation and experience with the physician teaching self-efficacy questionnaire scales, proving the criterion validity of the questionnaire.
Conclusion
The Persian version of physician teaching self-efficacy questionnaire is a valid, highly reliable, and multidimensional tool to measure physicians’ clinical teaching self-efficacy working in medical universities.
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