Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy
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ABSTRACT:
SUBMITTER: Prabhu M N
PROVIDER: S-EPMC8423188 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:All social and economic systems worldwide, including the educational one have been disrupted by escalating the global COVID-19 pandemic. One of the most impacted areas were the medical and dental education fields, due to the forced break from clinical practice during the lockdown, which affected both the educational part, as well as the patients. Thus, the main goal of our research was to investigate the impact of the COVID-19 pandemic on the dental students' education as related to their perceptions and evaluations, in Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. A cross-sectional study was conducted on 878 dental students who reported their perception of the psychological and educational impact of this period by completing a Google Forms questionnaire. Collected data were statistically analyzed using Stata/IC 16. There was a severe psychological impact among the respondents, the levels of stress being perceived as high and very high (33.83%, n = 297; 28.59%, n = 251), similar to high and very high anxiety feelings (26.54%, n = 233; 24.26%, n = 213). Very high educational impact from the point of view of the acquisition of practical skills (48.52%, n = 426) and future professional perspectives (38.95%, n = 342) were recorded. While online theoretical learning ability was principally low (37.93%, n = 333) despite consistently modified time allocated to the individual study (44.35%, n = 389), most of the students evaluated the efficiency of lecturers in online courses as neutral (41.12%, n = 361). New dentistry teaching programs will have to be adopted taking into account the dynamics of the pandemic and its strong impact on our students, in order to improve both their wellbeing and the sustainability of dental education.
| S-EPMC8156800 | biostudies-literature
Project description:The coronavirus pandemic strongly impacted the higher education system, challenging university students, who were required to make a considerable effort in terms of revising their personal study approach and managing their emotions. The present study aimed to examine the impact of Trait Emotional Intelligence (TEI) on Self-Regulated Learning (SRL) strategies directly, and indirectly through the mediation of COVID-19 perceived stress (PS) and Intolerance of Uncertainty (IU). 1055 Italian university students (mean age = 22.44 years, SD = 2.39) reached via social media, filled out the tools assessing TEI, COVID-19 PS, IU and SRL. Five mediation analyses performed with PROCESS showed that TEI positively predicted all SRL dimensions, and negatively influenced COVID-19 PS and Prospective and Inhibitory IU. COVID-19 PS and Inhibitory and Prospective IU differently predicted specific SRL dimensions. The indirect effects observed suggest that TEI may help university students to cope with stressful and uncertain psychological experiences in order to achieve higher levels of SRL strategies. The study highlights that TEI plays a pivotal role in academic SRL strategies, underlining the importance of its buffering effect in distressing circumstances such as the COVID-19 pandemic.
| S-EPMC9671799 | biostudies-literature
Project description:IntroductionThe aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.MethodsThe participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance.ResultsThe results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment.DiscussionThe discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.
| S-EPMC10497749 | biostudies-literature
Project description:This 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. The 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. The 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. The 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.
| S-EPMC11291358 | biostudies-literature
Project description:Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students' perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students' learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p < 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p < 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p < 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.
| S-EPMC10840087 | biostudies-literature
Project description:Self-perceived employability (SPE) is defined as the ability to attain sustainable employment appropriate to one's qualification level (Rothwell 2008) and perceived as a crucial factor in university graduates' career development. Meanwhile, University students are mainly assessed through the lens of academic achievement, which depend, inter alia, on the self-motivated strategies for learning (MSL). Firstly, we tested hypothesised sex differences in SPE's and MSL's factors in a group of the first-year university students (n = 600) in a Central European context. Our analyses revealed that female students, despite their higher results in MSL's factors (self-regulation, learning strategies, intrinsic values, self-efficacy) presented lower internal SPE than male students. Secondly, we explored how much general SPE can be predicted from general MSL, taking into account sex as a moderator, finding that sex factor was not significant as a moderator. We can consider general MSL as a good predictor of general SPE in both sex groups. The results will provide evidence to support HEI curricular development and strategies for workplace attitude change to address existing sex inequalities. In addition, our findings relating to MSL will provide evidence to support the development of approaches to enhancing student employability with additional long term benefits in mental health and well-being.
| S-EPMC9106146 | biostudies-literature
Project description:The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students’ meaningful online English learning, this study surveyed 529 Chinese university students on their perceptions of authentic language learning (AULL), self-directed learning (SDL), collaborative learning (CL), and their English self-efficacy (ESE) during the online learning period of the COVID-19 pandemic. The validation findings indicated that the survey possessed satisfactory validity and internal consistency. Survey results revealed Chinese university students’ meaningful language learning with technology in an online English course during the COVID-19 pandemic. Structural equation modelling (SEM) unveiled the interconnected relationships among AULL, SDL, CL, and students’ ESE. More importantly, the mediating effects of SDL and CL offered a deeper understanding of language learners’ meaningful online learning process. Results can inform educators about the importance of structuring authentic language learning with SDL and CL for both online and face-to-face learning beyond the pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s40299-021-00571-z.
| S-EPMC8076661 | biostudies-literature
Project description:Background Self-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. Methods A 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. Results The 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. Conclusions Our 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. Supplementary Information The online version contains supplementary material available at 10.1186/s12871-022-01732-3.
| S-EPMC9208201 | biostudies-literature
Project description:Since the increasing attention among scholars on entrepreneurship education, there is a lack of empirical evidence on how to prepare for entrepreneurial education at an early age. Therefore, this study examines the effect of the outdoor learning environment and entrepreneurial education on entrepreneurial self-efficacy in Indonesia's elementary school students. This study incorporated 320 elementary students in the five and six-year students as respondents in several elementary schools in Jakarta of Indonesia. The sample was gathered using convenience sampling by giving online questionnaires with five scales of measurement. The findings showed that the outdoor learning environment has closely related to entrepreneurship education and entrepreneurial self-efficacy. Second, entrepreneurship education plays a significant role in mediating the relationship between the outdoor learning environment and students' self-efficacy. Our research provides insight to future researchers that primary education plays a significant role in the growth and development of self-efficacy and entrepreneurial intentions.
| S-EPMC8455676 | biostudies-literature
Project description:ContextMedical students are expected to self-regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self-regulation in workplace settings, a notion embodied within the concept of co-regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self-regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students' perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL.MethodsWe conducted semi-structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency-based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co-regulation influences the development of students' self-regulation.ResultsData revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students' CRL shifted from a focus on peers to co-regulation with clinician role models. Second, self-regulated behaviour shifted from being externally driven to being internally driven. Last, self-regulation shifted from a task-oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self-regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills.ConclusionsFindings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students' SRL, we need to focus on facilitating and organising learners' engagement in CRL from the start of the medical curriculum.
| S-EPMC7065189 | biostudies-literature