A causal model of critical thinking in a sample of Iranian medical students: associations with self-esteem, hardiness, and positive affect

Faramarzi, Mahbobeh; Khafri, Soraya

doi:10.3205/zma001251

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…In the application of these skills, these factors are used to deepen the attitude of hardiness, thus making the individual more confident and capable of overcoming the challenge (Maddi, 1999 ). Students with hardiness personality can usually find the positive side of things, show enough control and foresight in the face of negative events and try to maintain a cognitive and emotional state of optimism, perseverance and active engagement, which can help them form and maintain high self‐evaluation and self‐esteem (Faramarzi & Khafri, 2019 ). Leary et al ( 2001 ) pointed out that individual's positive self‐evaluation will enhance their pleasure and self‐acceptance, and complete various challenges with positive beliefs, so as to have a high sense of self‐efficacy.…”

Section: Introductionmentioning

confidence: 99%

What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach

et al. 2023

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Aim: To examine how the effects of hardiness, self-efficacy and positive academic emotion related to the SRL ability of undergraduate nursing students. Design:A cross-sectional survey was designed. Methods: A total of 395 Chinese undergraduate nursing students from two undergraduate colleges filled out the questionnaires from May to June 2019. The relationships between hardiness, self-efficacy, positive academic emotion and SRL ability were analysed by structural equation modelling. Results:The response rate was 94.05%. SRL ability was significantly positive correlated with hardiness, self-efficacy and positive academic emotion in undergraduate nursing students. Self-efficacy (β = 0.417, p < 0.001) and positive academic emotion (β = 0.232, p < 0.001) showed a direct effect on the SRL ability. Although hardiness showed no direct effect on the SRL ability, it affected SRL ability through three indirect ways: self-efficacy (77.778%), positive academic emotion (14.184%) and the chain mediating effect from self-efficacy to positive academic emotion (8.038%).Conclusions: Nursing students with a higher level of hardiness would have higher self-efficacy, and more positive and stable academic emotions to obtain the better SRL ability. The produced model provides insights into several factors associated with SRL ability of nursing students. Hardiness, self-efficacy and positive academic emotion should be emphasized in the education of nursing students because these factors could improve their SRL ability and promote their life-long learning.

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Section: Introductionmentioning

confidence: 99%

What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach

et al. 2023

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Predictors of Physician’s Empathy: The Role of Spiritual Well-being, Dispositional Perspectives, and Psychological Well-being

et al. 2020

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Correlations Between Critical Thinking, Self-esteem, Educational Status, and Demographic Information of Medical Students: A Study from Southwestern Iran

et al. 2021

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Background: Critical thinking and individual characteristics are essential components of conscious decision-making and professional competence in medical students. The critical thinking abilities of medical students have a significant impact on their professional decision-making process. It may have direct and indirect consequences on the quality of medical care. Objectives: This study aimed to investigate the correlation between self-esteem, demographic information, educational status, and critical thinking of medical students. Methods: This descriptive cross-sectional study was conducted on 380 medical students in 2019. Data were collected using California Critical Thinking Skills Test (CCTST) and the Rosenberg Self-Esteem Scale (RSES). Quantitative variables were expressed as the mean and standard deviation and frequency and percentage were used to describe the qualitative variables. Results: The results of the study revealed that 332 (87.4%) of the medical students who participated in the study had a negative inclination towards critical thinking, and 48 (12.6%) had an ambivalent inclination. The average self-esteem score of the students was 3.09 ± 3.35. Moreover, there was a positive and significant correlation between critical thinking scores and self-esteem in medical students (correlation coefficient = 0.848; P < 0.001). An increase in the grade level increased the critical thinking score of the students. Moreover, there was no significant relationship between overall scores of critical thinking with students' age, gender, marital status, and place of residence. Conclusions: In the current study, critical thinking scores of medical students were lower than average level and weak, and there was a direct and positive relationship between critical thinking and self-esteem. Given the importance of critical thinking abilities in the clinical decision-making process, university educators are expected to pay more attention to developing this skill in medical students.

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A causal model of critical thinking in a sample of Iranian medical students: associations with self-esteem, hardiness, and positive affect

Cited by 3 publications

References 29 publications

What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach

What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach

Predictors of Physician’s Empathy: The Role of Spiritual Well-being, Dispositional Perspectives, and Psychological Well-being

Correlations Between Critical Thinking, Self-esteem, Educational Status, and Demographic Information of Medical Students: A Study from Southwestern Iran

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