Coping efficacy and perceived family support: potential factors for reducing stress in premedical students

Klink, Jenna; Byars‐Winston, Angela; Bakken, Lori L.

doi:10.1111/j.1365-2923.2008.03091.x

Cited by 46 publications

(28 citation statements)

References 17 publications

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“…These students all had a positive and supportive family background. Perceived family support has been shown to reduce stress in premedical students (Klink et al 2007) and in our study, it also seems to be of importance. One could argue that these students survived their undergraduate studies despite their lack of generic skills and that the 'survival' skills they acquired enabled them to have a predominantly engaging postgraduate experience.…”

Section: Discussionmentioning

confidence: 63%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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Background: The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1): 7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work. Aim: The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university. Method: A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences. Results: Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning. Conclusions: We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

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Section: Discussionmentioning

confidence: 63%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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“…Furthermore, salient socioeconomic reasons should also be considered, such as parents' more selective and strategic placing of sons, relative to those of daughters, in the job markets and, as a consequence, higher parental expectations set in and greater family pressure exerted on sons, in order to ensure that the parental occupational status and specific profession is ensured in the following generation. Clearly, these quite different lines of explanation would be hard to disentangle, but perhaps this may not be essential here, as it appears more conceivable, especially from the view of the literature on the still prevalent lack of gender equity in medicine (see Bickel 2001;Reed and Buddeberg-Fischer 2001;Riska 2001;Kilminster et al 2007;Klink et al 2008), that an intricate and mutually amplifying interplay of all these factors contributes to the observed outcome of a marked patrilateral effect in the familial aggregation of the medical profession. The specific pattern of familial aggregation of physicians among medical students observed here might also be taken as suggestive for some increase of the familial-aggregation effect in the more recent generations, as compared to previous ones.…”

Section: Discussionmentioning

confidence: 89%

“…Common knowns from these much broader literatures include the following: social mobility studies have found that upward mobility into the medical profession from outside is aggravated, as the risk of unsuccessful application to medical schools is higher among those not having a medical family history (e.g., McManus and Richards 1984). Also, study progress in this group has been found to be less favorable than in students with medical relatives (Haidet et al 2002;Klink et al 2008). Among other findings, accounts on the sociology and history of the medical profession especially evidence the high social prestige and status this profession enjoys in the general population (Furnham 1986).…”

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confidence: 96%

Like father, like son? Familial aggregation of physicians among medical and psychology students

et al. 2009

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Various research findings, mostly from Anglo-American countries, evidence the medical profession to be strongly familial and further suggest that a medical family background may be associated with study success in medical undergraduates. This study explored the familial aggregation of the medical profession among 1-year cohort samples of medical and psychology students in Austria. Whereas physicians only amount to about 0.4% of the total Austrian population, 45.8% of final-year medical students reported any and 25.6% a first-degree medical relative. Male students more likely had physicians in their family than female students and both sexes more likely had male than female medical relatives. Male final-year medical students with first-degree medical relatives were significantly younger than those without, thus indicating faster study progress in this group. Physicians also ran in the families of psychology students, as did psychologists and psychotherapists. Implications of these findings, study limitations, and avenues for future research are discussed.

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“…Third, most university students report regular contacts with their family when they are in their early academic years; and, when dealing with academic challenges, students report their families to be their number-one source of support (Stecker, 2004). Finally, Klink, Byars-Winston, and Bakken (2008) found that students' levels of family support were related to their confidence in their capacity to deal with challenging academic experiences.…”

Section: Family Support and Academic Performancementioning

confidence: 85%

How is family support related to students’ GPA scores? A longitudinal study

2011

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Previous studies on the influence of family support on college students' academic performance have yielded inconsistent results. Therefore, the present study aimed to examine the link between family support and students' university-level academic performance in a more detailed way. First, we sought to clarify how two distinct aspects of perceived family support-social support and economic support-affect college students' academic performance. Second, we sought to determine how these two aspects of family support influence not only cumulative GPA scores but also the overall trend (slope) and stability (variability) of students' GPA scores across semesters. The participants in this longitudinal study were 240 university students (62 men, 178 women). The results revealed that the level of perceived family social support was important not only as a "main effect" predictor of the magnitude and stability of their GPA scores across three successive semesters, but also as a factor that helped female students to succeed regardless of their level of family economic support. In general, the data suggest that family social support is more important to women's success in college than to men's. How is family support related to college students' academic success? To date, a number of studies have investigated the influence of family support on college students' academic performance. However, the results of these studies have revealed somewhat inconsistent effects.Some of these studies have reported non-significant associations. For example, Carlstrom (2005) found no significant relationship between the perceived availability of family support and college students' academic functioning. Similarly, studies by Spain (2008) and by Roman, Cuestas, and Fenollar (2008) both reported a non-significant relationship between family support and college students' academic achievement, although Roman et al. (2008) found that family support was significantly associated with students' self-esteem and certain aspects of learning approaches (i.e., deep processing and effort) that were positively correlated with academic achievement.Other studies have reported weak-but-significant associations between family support and college students ' GPA scores. For example, Alnabhan, Al-Zegoul, and Harwell (2001) investigated factors that influenced student performance in the education department at Mu'tah University in Jordan. Using factors derived from principal-axis factoring and orthogonal rotation, they found that the lack of family support weakly predicted lower university GPA scores, (r = .09). In another relevant study, Babaoye (2001) observed that family support was cited by black college students as a factor relevant to their academic performance, but provided no measure of statistical association that would enable us to estimate the size of its effect.

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Coping efficacy and perceived family support: potential factors for reducing stress in premedical students

Cited by 46 publications

References 17 publications

Alienation and engagement in postgraduate training at a South African medical school

Alienation and engagement in postgraduate training at a South African medical school

Like father, like son? Familial aggregation of physicians among medical and psychology students

How is family support related to students’ GPA scores? A longitudinal study

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