Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Ubaka, Chukwuemeka Michael; Sansgiry, Sujit S.; Ukwe, Chinwe Victoria

doi:10.5688/ajpe797101

Cited by 11 publications

(11 citation statements)

References 17 publications

(31 reference statements)

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“…16 Many studies have found that test anxiety and academic performance have a significant negative association. 17,18 State anxiety was found to be elevated during the OSCE, written test, and preclinical preparation test, and the OSCE was revealed to be the most anxiety-provoking assessment method. 9 Moreover, lower levels of state and trait anxiety have been identified as factors that improve OSCE performance.…”

Section: Introductionmentioning

confidence: 99%

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Lee

et al. 2020

The Kaohsiung J of Med Scie

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Patient-dentist discourse is a core nonoperational competency in dental education. The skills of querying patients and responding to questions are noncognitive attributes, and their evaluation by the standardized patient objective structured clinical examination (OSCE) is particularly necessary. However, it is not clear whether students' test anxiety affects these attributes. This study aims to examine the relationship between dental students' state-trait anxiety, noncognitive performance, and examination results during their first OSCE. A single dental school cohort (n = 226) of 5 year students attending their first clinical examination from 2014 to 2017 was studied. Participants completed the Chinese Mandarin Version State-Trait Anxiety Inventory Y form before taking the OSCE. The difference between state and trait anxiety levels was compared by paired t test. Gender differences and the effect of age group in these anxiety levels were analyzed using multivariate analysis of variance. Moreover, gender, age group, state anxiety, and trait anxiety scores were compared with the OSCE items of noncognitive performance using a chi-square test. Students showed significantly higher state anxiety than trait anxiety levels; moreover, women showed significantly higher state anxiety than men. Furthermore, gender, age group, state anxiety, and trait anxiety had no association with the noncognitive performance examination results. Most participants showed moderate state and trait anxiety levels during their first OSCE. Further, the state-trait anxiety had no significant effect on their noncognitive performance. However, 26.5% of participants did not pass the examination; therefore, dental educators should increase communication skill training courses during clerkship training to improve students' noncognitive attributes.

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Section: Introductionmentioning

confidence: 99%

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Lee

et al. 2020

The Kaohsiung J of Med Scie

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“…Test anxiety was negatively associated with academic performance (Ubaka, Sansgiry, & Ukwe, 2015) and with self-regulated learning strategy (Ning & Downing, 2015), but was positively associated with adaptive coping strategies (Kondo, 1997) and with proactive coping (Raffety, Smith, & Ptacek, 1997). Additionally, worry and emotionality, major components of test anxiety, were positively associated with emotion-focused coping (Zeidner, 1996), and worry was negatively associated with problemfocused coping (Zeidner, 1996).…”

mentioning

confidence: 88%

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Shadach

Levy-Frank²,

Levy³

et al. 2017

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Test anxiety interferes with the ability to communicate knowledge during tests. Preparatory test anxiety may lead to excessive learning that reduces concentration and leads to mistakes and ineffective learning. This preliminary study developed the Preparatory Test Anxiety Questionnaire (PTAQ), tested its reliability and construct validity, and assessed whether students with preparatory test anxiety exhibit excessive lea rning. Additionally, it explored the relations between the subscales and the total scores of the PTAQ and the TAI. Sample included 364 undergraduate college psychology students. Results indicated that the PTAQ is comprised of the 'cognition-emotion' and 'behavior' subscales and has an adequate internal consistency and construct validity. The subscales and total score of the PTAQ were positively correlated with those of the TAI. Regression analysis showed that the Emotion-Cognition scale of the PTAQ significantly added to the explained variance, while the Behavior scale did not. Results are discussed with regard to preparatory test anxiety.

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“…[2][3][4][5][6][7][8][9] Current literature in higher education suggests that nonperformance-based factors, such as self-efficacy, test anxiety, engagement in co-curricular activities, low levels of academic entitlement, and personality may be associated with academic achievement. 4,[10][11][12][13] Multiple methods for characterizing personality have been developed and used to evaluate academic performance. 14,15 Multiple studies in undergraduate students use the "Big Five" personality trait framework, which characterizes essential personality traits of agreeableness, conscientiousness, extraversion, neuroticism, and openness.…”

Section: Introductionmentioning

confidence: 99%

Student Personality Style and First-Year Academic Performance in a Doctor of Pharmacy Program

Wietholter

Maynor

Clutter

2020

American Journal of Pharmaceutical Education

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Objective. To evaluate whether the personality styles of Doctor of Pharmacy (PharmD) students as determined by the DiSC assessment are associated with students' cumulative grade point average (GPA) or with academic penalties imposed in the first year of a PharmD program. Methods. All incoming PharmD students that provided informed consent and completed the DiSC personality assessment were included in the study. Participants provided demographic data and forwarded their electronic DiSC assessment results to study investigators upon completion. Relevant academic data were collected at the end of each semester. Results. The overall response rate for the classes of 2019-2022 was 95.6%. No significant associations were found when comparing personality styles as defined by the DiSC assessment and cumulative GPA at the end of the first year. Additionally, no associations were noted when comparing students' personality style and semester GPA or academic penalties received. Conclusion. Understanding factors that contribute to students' academic success can aid in early identification of students who are likely to succeed and of students who may benefit from early academic intervention. While no significant associations were found in the first-year of the curriculum, continued evaluation will be conducted to determine the impact of personality style on students' overall academic performance beyond the first year of the PharmD curriculum.

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Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Cited by 11 publications

References 17 publications

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Student Personality Style and First-Year Academic Performance in a Doctor of Pharmacy Program

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