scholarly journals Investigating the Relationship Between Resilience, Stress-Coping Strategies, and Learning Approaches to Predict Academic Performance in Undergraduate Medical Students: Protocol for a Proof-of-Concept Study

10.2196/14677 ◽  
2019 ◽  
Vol 8 (9) ◽  
pp. e14677 ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Aya Akhras ◽  
Amar Hassan Khamis ◽  
Alawi Alsheikh-Ali ◽  
David Davis
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Coping Strategies ◽  
Stress Coping ◽  
Learning Approaches ◽  
Proof Of Concept ◽  
Undergraduate Medical Students ◽  
Independent Variables ◽  
Stress Coping Strategies ◽  
The Relationship

Background The evolution of an undergraduate medical student into an adept physician is perpetual, demanding, and stressful. Several studies have indicated medical students have a higher predominance of mental health problems than other student groups of the same age, where medical education acts as a stressor and may lead to unfavorable consequences such as depression, burnout, somatic complaints, decrease in empathy, dismal thoughts about quitting medical school, self harm and suicidal ideation, and poor academic performance. It is imperative to determine the association between important psychoeducational variables and academic performance in the context of medical education to comprehend the response to academic stress. Objective The aim of this proof-of-concept study is to determine the relationship between resilience, learning approaches, and stress-coping strategies and how they can collectively predict achievement in undergraduate medical students. The following research questions will be addressed: What is the correlation between the psychoeducational variables resilience, learning approaches, and stress-coping strategies? Can academic performance of undergraduate medical students be predicted through the construction of linear relationships between defined variables employing the principles of empirical modeling? Methods Study population will consist of 234 students registered for the MBBS (Bachelor of Medicine, Bachelor of Surgery) at Mohammed Bin Rashid University of Medicine and Health Sciences distributed over 4 cohorts. Newly registered MBBS students will be excluded from the study. Various psychoeducational variables will be assessed using prevalidated questionnaires. For learning approaches assessment, the Approaches and Study Skills Inventory for Students questionnaire will be employed. Resilience and stress-coping strategies will be evaluated using the Wagnild-Young resilience scale and a coping strategies scale derived from Holahan and Moos’s Coping Strategies Scale, respectively. Independent variables (resilience, stress-coping strategies, and learning approaches) will be calculated. Scores will be tested for normality by using the Shapiro-Wilk test. An interitem correlational matrix of the dependent and independent variables to test pairwise correlation will be formed using Pearson bivariate correlation coefficients. Regression models will be used to answer our questions with type II analyses of variance in tests involving multiple predictors. Regression analyses will be checked for homogeneity of variance (Levine test) and normality of residuals and multicollinearity (variance inflation factor). Statistical significance will be set at 5% (alpha=.05). Effect sizes will be estimated with 95% CIs. Results Psychoeducational instruments in the form of validated questionnaire have been identified in relation to the objectives. These questionnaires have been formatted for integration into Google forms such that they can be electronically distributed to the consenting participants. We submitted the proposal to MBRU institutional review board (IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013). There is no funding in place for this study and no anticipated start date. Total duration of the proposed research is 12 months. Conclusions Psychoeducational instruments used in this study will correlate resilience, stress-coping strategies, and learning approaches to academic performance of undergradudate medical students. To the best of our knowledge, no study exploring the multidimensional association of key psychoeducational variables and academic performance in undergraduate medical students has been pursued. Investigated variables, resilience, learning approaches, and stress-coping strategies, are individual traits, however; students’ learning history before they joined MBRU is unknown, so our research will not be able to address this specific aspect. International Registered Report Identifier (IRRID) PRR1-10.2196/14677

scholarly journals Investigating the Relationship Between Resilience, Stress-Coping Strategies, and Learning Approaches to Predict Academic Performance in Undergraduate Medical Students: Protocol for a Proof-of-Concept Study (Preprint)

2019 ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Aya Akhras ◽  
Amar Hassan Khamis ◽  
Alawi Alsheikh-Ali ◽  
David Davis
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Coping Strategies ◽  
Stress Coping ◽  
Learning Approaches ◽  
Proof Of Concept ◽  
Undergraduate Medical Students ◽  
Independent Variables ◽  
Stress Coping Strategies ◽  
The Relationship

BACKGROUND The evolution of an undergraduate medical student into an adept physician is perpetual, demanding, and stressful. Several studies have indicated medical students have a higher predominance of mental health problems than other student groups of the same age, where medical education acts as a stressor and may lead to unfavorable consequences such as depression, burnout, somatic complaints, decrease in empathy, dismal thoughts about quitting medical school, self harm and suicidal ideation, and poor academic performance. It is imperative to determine the association between important psychoeducational variables and academic performance in the context of medical education to comprehend the response to academic stress. OBJECTIVE The aim of this proof-of-concept study is to determine the relationship between resilience, learning approaches, and stress-coping strategies and how they can collectively predict achievement in undergraduate medical students. The following research questions will be addressed: What is the correlation between the psychoeducational variables resilience, learning approaches, and stress-coping strategies? Can academic performance of undergraduate medical students be predicted through the construction of linear relationships between defined variables employing the principles of empirical modeling? METHODS Study population will consist of 234 students registered for the MBBS (Bachelor of Medicine, Bachelor of Surgery) at Mohammed Bin Rashid University of Medicine and Health Sciences distributed over 4 cohorts. Newly registered MBBS students will be excluded from the study. Various psychoeducational variables will be assessed using prevalidated questionnaires. For learning approaches assessment, the Approaches and Study Skills Inventory for Students questionnaire will be employed. Resilience and stress-coping strategies will be evaluated using the Wagnild-Young resilience scale and a coping strategies scale derived from Holahan and Moos’s Coping Strategies Scale, respectively. Independent variables (resilience, stress-coping strategies, and learning approaches) will be calculated. Scores will be tested for normality by using the Shapiro-Wilk test. An interitem correlational matrix of the dependent and independent variables to test pairwise correlation will be formed using Pearson bivariate correlation coefficients. Regression models will be used to answer our questions with type II analyses of variance in tests involving multiple predictors. Regression analyses will be checked for homogeneity of variance (Levine test) and normality of residuals and multicollinearity (variance inflation factor). Statistical significance will be set at 5% (alpha=.05). Effect sizes will be estimated with 95% CIs. RESULTS Psychoeducational instruments in the form of validated questionnaire have been identified in relation to the objectives. These questionnaires have been formatted for integration into Google forms such that they can be electronically distributed to the consenting participants. We submitted the proposal to MBRU institutional review board (IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013). There is no funding in place for this study and no anticipated start date. Total duration of the proposed research is 12 months. CONCLUSIONS Psychoeducational instruments used in this study will correlate resilience, stress-coping strategies, and learning approaches to academic performance of undergradudate medical students. To the best of our knowledge, no study exploring the multidimensional association of key psychoeducational variables and academic performance in undergraduate medical students has been pursued. Investigated variables, resilience, learning approaches, and stress-coping strategies, are individual traits, however; students’ learning history before they joined MBRU is unknown, so our research will not be able to address this specific aspect. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/14677

Influence of stress and coping strategies on undergraduate students' performance

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luqman Oyekunle Oyewobi ◽  
Gbolahan Bolarin ◽  
Naomi Temitope Oladosu ◽  
Richard Ajayi Jimoh
Keyword(s):  
Academic Performance ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Academic Stress ◽  
Stress And Coping ◽  
Stress Coping ◽  
University Administration ◽  
Content Type ◽  
Stress Coping Strategies ◽  
And Coping

PurposeThis study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance.Design/methodology/approachThis research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper.FindingsSignificant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities.Practical implicationsExplanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students.Originality/valueThe findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping.

scholarly journals Relationship between psychological resilience and stress coping strategies in karate athletes

2020 ◽  
Vol 15 (2) ◽  
pp. 59
Author(s):  
Sonnur Kuçuk Kiliç
Keyword(s):  
Coping Strategies ◽  
Demographic Variables ◽  
Psychological Resilience ◽  
Stress Coping ◽  
Resilience Scale ◽  
Stress Coping Strategies ◽  
Coping Scale ◽  
Sport Clubs ◽  
The Relationship ◽  
Karate Athletes

<p>The aim of this research was to examine the psychological resilience and stress coping strategies of Karate athletes according to some demographic variables and to determine the relationship between them. A sample of 104 (54 females and 50 males, mean age 19.85±4.10 years) Karate athletes who trained in different sport clubs in Turkey were recruited. The <em>Brief Resilience Scale (BRS)</em> (Smith et al., 2008) and the <em>Stress Coping Scale (SCS)</em> (Sahin &amp; Durak, 1995) were used for data collection. Descriptive statistics, <em>t</em>-test and correlation analyses were used for data analysis. Participants’ psychological resilience was at mid-level, while the SCS <em>self-confident approach</em> and <em>seeking social support </em>sub-dimensions were at high and low level respectively. The athletes’ psychological resilience and stress coping strategies differed significantly according to gender. There was a positive and low significant correlation between experience and psychological resilience, in contrast a to negative and low significant correlation found between experience and <em>helpless</em> <em>approach</em> SCS sub-dimension. Middle and positive correlation was observed between age and psychological resilience. Finally, there were positive and middle significant correlations between psychological resilience and <em>self-confident</em> <em>approach</em> and <em>optimistic approach</em>, and a negative and middle significant correlation between psychological resilience and <em>helpless</em> <em>approach</em> SCS sub-dimensions.</p>

Assessment of the relationship between self-esteem and academic score of undergraduate medical students of Azad Kashmir, Pakistan

2021 ◽  
Vol 71 (11) ◽  
pp. 2641-2644
Author(s):  
Arslaan Javaeed ◽  
Farah Khan ◽  
Nadia Sajjad ◽  
Sadia Azam Khan ◽  
Sanniya Khan Ghauri
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Self Esteem ◽  
Undergraduate Medical Students ◽  
Questionnaire Response ◽  
Cross Sectional ◽  
Medical College ◽  
The Mean ◽  
Azad Kashmir ◽  
The Relationship

Objective: To assess the relationship between self-esteem and the academic score of undergraduate medical students of Azad Kashmir, Pakistan. Methods: This cross-sectional observational study was performed from June 2018 to June 2019. The study area was Poonch Medical College, Azad Kashmir. The data collection tool was well-verified and widely used Rosenberg self-esteem scale. The study questionnaire was electronically distributed to all Bachelor of Medicine and Surgery students on the Poonch Medical College. The total student was 500 and out of the 253 completed and submitted the questionnaire (response rate of 50.6%). Results: The mean academic score of all students was 66.61 ± 5.42 and the mean RSE score was 28.66 ± 3.98. A statistically significant correlation was not found between age, academic score, and RSE score. Female students had slightly higher academic performance scores and RSE scores compared to the male students, but this difference was not statistically significant. Conclusion: This study did not reveal any significant relationship between academic score and self-esteem of undergraduate medical students. However, both academic scores and self-esteem can be further improved. Future studies are invited to find out the other factors responsible for better academic performance. Keywords: RSE scale, academic performance, medical student, Pakistan Continuous...

scholarly journals Relationship between Occupational Stress, Coping Strategies and Job Satisfaction among Nurses working in General Hospitals and Psychiatric Hospitals

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Shridhar. C Kulakarni ◽  
Srimathi N. L
Keyword(s):  
Job Satisfaction ◽  
Coping Strategies ◽  
Occupational Stress ◽  
General Hospital ◽  
Psychiatric Hospitals ◽  
Stress Coping ◽  
General Hospitals ◽  
District Hospitals ◽  
Stress Coping Strategies ◽  
The Relationship

The purpose of this research was to study the relationship between occupational stress, coping strategies and job satisfaction among nurses working in general hospital and psychiatric hospital. The sample consisted of 300 nurses (150 nurses from general hospital and 150 from psychiatric hospital) drawn from Hubli and Dharawad district hospitals, Chitradurga, Shimoga district hospitals of Karnataka. The primary objective of the study is to study the relationship between occupational stress, coping strategies and level of job satisfaction among nurses working in general hospitals and psychiatric hospitals. The participants were administered the occupational stress index developed by Prof. S. K. Srivastava and Prof. A. P. Singh, ways of coping questionnaire developed by Lazarus and Folkman (1989) and Job satisfaction questionnaire developed by C.N. Daftuar. The data were analyzed by using Pearson Product Moment Method of correlation to find out the relationship between these variables. The results of the study have shown that there is a significant positive relationship exists between the occupational stress, coping strategies and job satisfaction among nurses working in general and psychiatric hospitals.

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