Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Abstract

This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self-discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self-efficacy (students' belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self-discipline (positively related) and social activity (negatively related) for these students' perceived academic achievement. Additionally, we found a positive contribution of self-efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.

The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study

“…Although both logistic regression models (Tables and ) reported in this study yielded significant predictor variables, the explanatory power of these models was poor (Nagelkerke's pseudo R 2 = 0.111 and 0.092, respectively), indicating that key predictors of above the median mathematics self‐efficacy at baseline and predictors of satisfactory grade in the first numeracy test among these students were not identified in this study. The assessment of high school grades, self‐discipline or social activity may be important predictors of self‐efficacy and examination performance, as has been recently reported (Guntern, Korpershoek, & Werf, ). While there was no age, gender or GPA group differences between respondents and nonrespondents, the results showed that respondents were more likely to be born outside Australia and were also more likely to be English‐speaking at home, indicating possible sampling bias.…”

A Qualitative Content Analysis of "Problem Students": How Can We Identify and Manage Them?

“…Participants reported this skill is one of necessary skills for medical students. Guntern (2017) stated a signi cant relationship between self-regulatory skill and academic achievement [7].…”

Ítem único de autoeficacia académica: evidencias adicionales de validez con el modelo Big Five en estudiantes universitarios

“…Además, se necesita de un pensamiento crítico y potenciar las capacidades cognitivas (Harris, Vernon, & Jang, 2005;Lounsbury, Welsh, Gibson, y Sundstrom, 2005) que está relacionado al factor apertura, así como de redes de apoyo que faciliten el trabajo y aprendizaje en equipo que se vincula con el factor extraversión. De esta forma, las diferencias significativas encontradas entre los grupos de AA en cuanto a los factores de personalidad son coherentes con otros estudios con respecto a responsabilidad, apertura y extroversión (Brown & Cinamon, 2015;Caprara et al, 2011;Djigi et al, 2014;Guntern et al, 2017), así como neuroticismo (De Feyter et al, 2012).…”

“…A modo de revisión, la autoeficacia se relaciona positivamente con el rendimiento y conducta académica, lo que destaca la importancia de las características de personalidad para comprender las múltiples relaciones entre los constructos mencionados (Guntern, Korpershoek, & van der Werf, 2017). Concretamente, existe evidencia de que el rasgo responsabilidad predice de forma significativa el rendimiento académico (Poropat, 2009), que apertura se asocia significativamente a este (Asendorph & Van Aken, 2003;Di Giunta et al, 2013), y que amabilidad y responsabilidad se relacionan directamente con la conducta ética (Giluk & Postletwaite, 2015) y con la motivación académica en universitarios (Komarraju, & Karau, 2005;Komarraju, Karau, & Schmeck, 2009;McGeown et al, 2014;Zhou, 2015).…”

“…Así también, se ha identificado que apertura influye positiva y significativamente sobre la AA en la adolescencia (Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011). Finalmente, extraversión y responsabilidad se relaciona directa y significativamente con la AA (Brown & Cinamon, 2015;Guntern et al, 2017). Los otros rasgos (neuroticismo y afabilidad) han mostrado relaciones menos consistentes (Caprara et al, 2011).…”