The Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region

Acar, Derya; Çolak, Serap; Güngör, Tuğba; Yener, Deniz M; Aksu, Elif; Güzelordu, Dilşat; Sivri, İsmail; Çolak, Enis; Örs, Abdullah

doi:10.5539/jel.v6n3p151

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…Self‐efficacy affects how students approach, perform, and adapt in novel academic settings (Schunk, 1991). Students who spend more hours in anatomy classes have higher levels of anatomy self‐efficacy (Acar et al, 2017). This is important because self‐efficacy correlates with anatomy academic performance (Burgoon et al, 2012; Pizzimenti & Axelson, 2015; Abdel Meguid et al, 2020), suggesting that students can benefit from increased confidence through their experiences of anatomy.…”

Section: Introductionmentioning

confidence: 99%

The anatomy of agency: Improving academic performance in first‐year university students

Rutenberg

Ainscough

Colthorpe

et al. 2022

Anatomical Sciences Ed

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The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first‐year courses in anatomy, which are traditionally difficult to master. Students' agency—their capacity to make intentional choices to alter the path of their learning—may play a role in their successful completion of first‐year anatomy courses. This study aimed to develop a measure for agency and to determine whether agency is associated with academic achievement. First‐year students (n = 131) completed open‐ended questions measuring each aspect of agency. Student responses were quantified using rubrics and then combined to create an overall agency score. Three factors of agency were determined: action, metacognition, and self‐efficacy. Students with higher agency scores were significantly more likely to have higher academic achievement in anatomy compared to students with lower agency scores. The relationship between agency and academic achievement was strongest for action. These results suggest that encouraging students to be active participants in their learning may help them to achieve at university.

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Section: Introductionmentioning

confidence: 99%

The anatomy of agency: Improving academic performance in first‐year university students

Rutenberg

Ainscough

Colthorpe

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…The reason for investigating the self-efficacy belief levels of students for anatomy education is to have special consideration to the opinion of students and to make them evaluate their anatomy teaching and learning. This will help students to be reflective in their future profession (Acar et al, 2017). Although IM definitely would motivate students to learn, it is also important that students value the activities.…”

Section: Introductionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, selfefficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first-and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18-10.8, P < 0.001) and (β = 6.25, CI: 3.40-9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19-6.86, P = 0.006) and (β = 5.38,, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18-7.25, P = 0.04) and (β = 3.07, CI: 0.03-6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.Anat Sci Educ 13: 340-349.

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“…The comparison of the effect of the number of anatomy class's self-efficacy beliefs between students from vocational schools and rehabilitation department were studied. There was significant difference when the questions were separated leading us to believe that the physiotherapy students had more classes in anatomy [46]. About 351 Croatian High School Students participated in the Self-Efficacy beliefs towards their professional domain choices.…”

Section: Page 43mentioning

confidence: 99%

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

Buvana¹,

Talwar

2023

IJMTS

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Purpose: Grit signifies a student's competence that endures after stumbling academic blocks. The trait Grit is closely identified with mindset. Students who believe that their shortcomings result from their fixed mental models, find no use nor reason to attempt again. Individuals with such rigid attitudes are believed to have a fixed mindset. On the contrary, students with a growth mindset are more likely to be resilient and have more grit. On the contrary, individuals who are mentally tough and strong are likely to be considered to have a growth mindset. According to previous research, grit is a question of nature and nurture. People need to build a growth attitude in order to become grittier. Design/Methodology/Approach: More than 100 research papers, articles, and journals were reviewed systematically to identify gaps, identify conflicts in previous studies, and for the purpose of foundation of knowledge on current topic. A systematic review of literature uses a meticulous and transparent methodology for research synthesis, with the aim of evaluating and, where feasible, diminishing bias in the findings. This review is based on careful and systematic scrutinization of the above-mentioned keywords and their combinations thereof. Electronic databases like Google Scholar, Research gate, Academia, Srinivas Publication and Mendeley/Elsevier with open access journals were perused. Results/ Findings: The relevant reviews indicate that people with a higher level of a growth mindset exhibit an equally high level of self-efficacy than pupils who had a more rigid perspective. Several literatures suggest that grit is associated with improved participation and better performance in a school environment. Students with a fixed mindset have a strong notion that their innate intelligence is limited preventing them from reaching their desired goals. This results in a hopeless ‘giving up’ attitude with a deep-rooted fear of failure. Whereas a growth mindset person marches forward with confidence. Their thoughts and beliefs are controlled by them. They understand that every person is brilliant in their own way which can be built, changed, and developed over time with the necessary components of will and effort. Few studies highlight different intervention models to improve fixed mindset of students. Few other studies suggest that practitioners could find a difference in the increase of grit with effective and committed goal settings which eventually would lead to an increased level of mindset in the right direction. Originality/Value: This study is a prequel for the original study on grit, self-efficacy, and mindset modification for the professional success of Industrial Training Institute Students. This intervention-based study has been recommended by few previous studies. In all originality, the experimental study would largely impact the young adults, their cognition and non-cognitive behavior with a developed growth mindset. Type of Paper: Systematic Literature Review-Based Analysis.

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The Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region

Cited by 4 publications

References 5 publications

The anatomy of agency: Improving academic performance in first‐year university students

The anatomy of agency: Improving academic performance in first‐year university students

Examining the Motivation of Health Profession Students to Study Human Anatomy

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

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