Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload

Basson, Mariëtta J.; Rothmann, Sebastiaan

doi:10.1016/j.sapharm.2017.04.015

Cited by 31 publications

(27 citation statements)

References 30 publications

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“…Despite growing recognition by the AACP and educators that student pharmacist wellbeing initiatives should be prioritized, knowledge regarding student perceptions of factors that influence wellbeing remains limited. 16,23,30,31 Students in this study indicated that rigorous coursework, rapid succession examinations, and cumulative curricular and extra-curricular workload were salient contributors to distress in pharmacy school. Students identified that finding meaning or purpose in their work helped to mitigate some of the negative impact of the rigorous workload.…”

Section: Discussionmentioning

confidence: 80%

“…The influence of workload on student pharmacist wellbeing is supported by the literature on student pharmacists, pharmacists, and work-stress. [17][18][19][20][21]30,[32][33][34][35][36] Thematic analysis of the experiences of student pharmacists' in Ireland identified that course workload and multiple simultaneous deadlines often left students feeling overwhelmed and with limited time to spend in activities that reduced stress. 16 Likewise, classwork, out-of-class work, and timing of examinations have been ranked among the most prominent stressors for student pharmacists.…”

Section: Discussionmentioning

confidence: 99%

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Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School

Babal

Abraham

Webber

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To explore first-year student pharmacist perspectives on the influence of individual, educational system, and health care system factors on their wellbeing during pharmacy school. Methods. As part of a required course, first-year student pharmacists were required to submit reflective essays detailing the factors that most significantly contributed to their wellbeing since starting pharmacy school. Reflections from students who consented to participate during the study period from February 2019 to July 2019 were included for analysis. Qualitative thematic analysis was performed using open and axial coding, hierarchical categorization, and representative theme determination through a process of iterative review and deliberation. Coders developed a codebook with operational definitions for each emergent code. Coders met biweekly with lead researchers to ensure consistency and reliability of data analysis and to address minor discrepancies in coding. All team members discussed and revised themes until consensus regarding final representative themes was achieved. Results. Forty-nine students (36.8% of the first-year class) submitted reflective essays for analysis. Five themes emerged for the factors most influential on student pharmacist wellbeing: workload; learning environment culture and values; meaningful pharmacy school experiences; relationships; and personal factors. Student pharmacists did not consistently identify health care system factors as influencing their wellbeing. Conclusion. Student pharmacists identified both education system and individual factors as influencing their wellbeing. Education systems should prioritize implementation of systematic strategies that address curricular and learning climate factors, maximize student engagement in meaningful experiences, optimize social connectedness, and provide individual student support.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School

Babal

Abraham

Webber

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…It is possible that while students considered lack of interaction with others or loneliness to impair their wellbeing on heavier study days ("intense," "productive," and "inefficient study days"), they were able, on lighter study days (i.e., "leisurely study days"), to spend more time with their families and friends than on the other types of days. Previous research has also shown the importance of social relations, activities, and support for students' study motivation and overall wellbeing (e.g., Awang et al, 2014;Basson & Rothmann, 2018;Chao, 2012;Wilcox et al, 2005). It is also possible that arguments or conflicts with fellow students or close ones were more likely on days when students studied more and were more stressed ("intense" and "inefficient study days"), leading them to perceive social relations as impairing their daily wellbeing.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, social support renders students less vulnerable to stress (Chao, 2012;Stallman, 2010;Vungkhanching, Tonsing, & Tonsing, 2017), while receiving support is associated with better academic success, at least among college freshmen (DeBerard, Spielmans, & Julka, 2004). Finally, social support plays a significant role in satisfying the autonomy, relatedness, and competence needs of students (Basson & Rothmann, 2018), all of which are essential elements of both study motivation and overall wellbeing.…”

Section: Factors Promoting and Impairing Students' Wellbeingmentioning

confidence: 99%

From Intense to Leisurely Study Days: A Diary Study of Daily Wellbeing among Students in Higher Education

Moilanen

Autio

Tolvanen

et al. 2020

Open Education Studies

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This mobile diary study examined day-today variability during one study week among university students and study-related associated factors promoting and impairing their well-being. Specifically, we explored (1) what factors university students consider as promoting and as impairing their daily wellbeing, (2) what types of daily study profiles for students can be identified based on study hours, study motivation, and academic stress, and (3) how the factors promoting and impairing students’ daily wellbeing are related to these daily study profiles. The study utilized one-week mobile diary data collected from 86 university students studying in a Finnish university (a total of 602 measurements). Seven factors promoting and eight factors impairing the wellbeing of students were identified. These included leisure time and domestic duties, social relations, sleep, rest, nutrition, and time management. Using multilevel latent profile analysis, we further identified four distinct daily study profiles: intense, productive, inefficient, and leisurely study days. The results also showed that the various factors promoting and impairing daily wellbeing were differently associated with the four study profiles.

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“…Specifically, this process includes social environmental factors, basic psychological need satisfaction, the various types of motivation, and motivational consequences. Social environmental factors, such as teachers, parents, or peers participate in motivation through students’ satisfaction or frustration of the BPN, triggering different consequences on behavioral, cognitive, and emotional levels (Basson & Rothmann, 2018; Wing, Bélanger & Brunet, 2016).…”

mentioning

confidence: 99%

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

Hernández

Fabra

Moreno‐Murcia

2020

Scandinavian J Psychology

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Hu escar Hern andez, E., Andr es Fabra, J. A. & Moreno-Murcia, J. A. (2020). Effect of autonomy support and dialogic learning on school children's physical activity and sport. Scandinavian Journal of Psychology, 61, 402-409.This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasiexperimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.

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Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload

Cited by 31 publications

References 30 publications

Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School

Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School

From Intense to Leisurely Study Days: A Diary Study of Daily Wellbeing among Students in Higher Education

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

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