Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students

Measurement of the impact of interprofessional education (IPE) is the golden chalice educationalists chase. We undertook the development of a scale to measure IPE Academic Behavioral Confidence (IPE-ABC) in allied health, nursing, and social work pre-registration students. This work formed part of the evaluation of a large IPE framework embedded across two Scottish universities. General ABC has been shown to influence student perceptions of study experiences and it is thus reasonable to postulate that ABC could influence student perceptions of IPE. This research developed a questionnaire to ascertain health and social care students' confidence to engage in IPE, utilizing a mixed method approach. Fifteen different professional groups of pre-registration students (n = 565) participated in the assessment of the 38 item questionnaire. Exploratory factor analysis identified three factors: 1/interprofessional teamwork, 2/behaviors underpinning collaboration, and 3/interprofessional communication collectively accounting for 38.2% of the variance. Internal consistency of the overall scale (Cronbach's α = .93) was very good with subscales demonstrating very good internal consistency, 1 (α = .89), or respectable consistency 2 (α = .78) and 3 (α = .79). We conclude the IPE-ABC questionnaire could be utilized to enhance and assess the success of IPE related activities.

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Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities

Blumenthal

McAloney‐Kocaman

McLarnon

et al. 2021

Journal of Interprofessional Care

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Relationship between Undergraduate Student Confidence, Approach to Learning and Academic Performance: The role of gender // Relación entre la confianza académica, los enfoques de aprendizaje y el rendimiento académico de estudiantes universitarios...

2013

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The aims of this research were: (1) Interdependence between academic confidence with approach to learning and achievement, by gender; (2) Model the relationship between the confidence academic, approach to learning and academic outcome. Data from 2429 psychology undergraduate students from three universities (two in Spain and one in the UK) was analysed using parametric tests of difference and structural equation modelling. Working with the ABC scale, the revised study process questionnaire two factor (R-SPQ-2) scale and academic performance measured by grade point average (GPA). The results showed that male students had higher levels of verbalising confidence. The female students showed higher confidence in studying and attendance and a lower surface approach to learning. Higher confidence was associated with a deep approach to learning but not directly with GPA scores. The implications are discussed.Keywords: Academic behavioural confidence, deep approach to learning, academic performance, sex differences, ex post facto design. ResumenLos objetivos de esta investigación fueron: (1) establecer la interdependencia entre la confianza académica, el enfoque de aprendizaje y el rendimiento, según el género; (2) modelar las relaciones entre la confianza académica, el enfoque de aprendizaje y el rendimiento. Participaron 2429 estudiantes del grado de Psicología de tres universidades, dos españolas y una de UK. Se utilizó la escala de confianza académica (ABC), el cuestionario de proceso de estudio revisado, con dos factores (R-SPQ-2) y el rendimiento académico, medido por la calificación media (GPA). Se realizaron análisis con pruebas paramétricas de diferencias y modelos de ecuaciones estructurales. Los varones tuvieron mayores niveles de confianza en la verbalización. Las alumnas mostraron mayor confianza en el estudio y la asistencia, y menos enfoque superficial de aprendizaje. La confianza académica se asoció positivamente con un enfoque profundo, pero no con el rendimiento. Se comentan las implicaciones de los resultados.Palabras clave: Confianza académica, enfoques de aprendizaje, rendimiento académico, diferencias de sexo, diseño ex post facto.Acknowledgements: The data was collected with funding provided by R &D Project ref. EDU2011-24805 (2012EDU2011-24805 ( -2014. Ministry of Education and Science (Spain) and Social Fund FEDER (EU).

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Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students

Abstract: Introduction. Research with the Academic Behavioural Confidence scale using European

Cited by 2 publications

References 39 publications

Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities

Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities

Relationship between Undergraduate Student Confidence, Approach to Learning and Academic Performance: The role of gender // Relación entre la confianza académica, los enfoques de aprendizaje y el rendimiento académico de estudiantes universitarios...

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