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Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy.

ABSTRACT: Our study adopts the Theory of Transactional Distance (TTD) as the theoretical framework to investigate the impact of the four interaction levels: content, instructors, peers, and technology on perceived learning among hospitality students with self-efficacy as the moderating factor. The data sample for the study includes responses from 461 hospitality students from various institutes in India. Our findings reveal that all the four-point of interactions, content, instructors, peers, and technology, have a significant positive impact on perceived learning. Further, learners' interaction with the content was emerged as the most significant predictor of perceived learning. The data was put to moderation analysis, with results suggesting that self-efficacy has a conditional effect only on the interaction between content and perceived learning.

SUBMITTER: Prabhu M NB

PROVIDER: S-EPMC8423188 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature

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Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy.

Prabhu M Narayan B NB Bolar Kartikeya K Mallya Jyothi J Roy Prithvi P Payini Valsaraj V K Thirugnanasambantham T

Journal of hospitality, leisure, sport & tourism education 20210904

Our study adopts the Theory of Transactional Distance (TTD) as the theoretical framework to investigate the impact of the four interaction levels: content, instructors, peers, and technology on perceived learning among hospitality students with self-efficacy as the moderating factor. The data sample for the study includes responses from 461 hospitality students from various institutes in India. Our findings reveal that all the four-point of interactions, content, instructors, peers, and technolo ...[more]

PMID: 34512192

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Project description:IntroductionThis study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms.MethodsThe VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score.ResultsThe model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033-0.071), scaled and robust Comparative Fit Index 0.95 (0.90-0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049-0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ2 = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62-0.73)], showed a negative regression on the unreflective learning approach [-0.25 (-0.47 to -0.03)], and a positive regression on the deep approach [0.16 (0.03-0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years.DiscussionThe most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches.

Project description:BackgroundSelf-efficacy, as the vital determinant of behavior, influencing clinicians' situation awareness, work performance, and medical decision-making, might affect the incidence of anesthesia-related adverse events (ARAEs). This study was employed to evaluate the association between perceived self-efficacy level and ARAEs.MethodsA cross-sectional study was performed in the form of an online self-completion questionnaire-based survey. Self-efficacy was evaluated via validated 4-point Likert scales. Internal reliability and validity of both scales were also estimated via Cronbach's alpha and validity analysis. According to the total self-efficacy score, respondents were divided into two groups: normal level group and high level group. Propensity score matching and multivariable logistic regression were employed to identify the relationship between self-efficacy level and ARAEs.ResultsThe response rate of this study was 34%. Of the 1011 qualified respondents, 38% were women. The mean (SD) age was 35.30 (8.19) years. The Cronbach's alpha of self-efficacy was 0.92. The KMO (KMO and Bartlett's test) value of the scale was 0.92. ARAEs occurred in 178 (33.0%) of normal level self-efficacy group and 118 (25.0%) of high level self-efficacy group. Before adjustment, high level self-efficacy was associated with a decreased incidence of ARAEs (RR [relative risk], 0.76; 95% CI [confidence interval], 0.62-0.92). After adjustment, high level self-efficacy was also associated with a decreased incidence of ARAEs (aRR [adjusted relative risk], 0.63, 95% CI, 0.51-0.77). In multivariable logistic regression, when other covariates including years of experience, drinking, and the hospital ranking were controlled, self-efficacy level (OR [odds ratio], 0.62; 95% CI, 0.46-0.82; P = 0.001) was significantly correlated with ARAEs.ConclusionsOur results found a clinically meaningful and statistically significant correlation between self-efficacy and ARAEs. These findings partly support medical educators and governors in enhancing self-efficacy construction in clinical practice and training.

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Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy.

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Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy.

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