Critical Thinking, Generalized Anxiety in Satisfaction with Studies: The Mediating Role of Academic Self-Efficacy in Medical Students

Abstract

Background: The academic and emotional challenges faced by medical students can affect critical thinking and may also contribute to the development of increased generalized anxiety. Similarly, critical thinking and generalized anxiety can impact study satisfaction through the mediating mechanism of academic self-efficacy. Objective: The aim of this study was to assess the mediating role of academic self-efficacy between critical thinking and generalized anxiety in study satisfaction among medical students. Methods: A cross-sectional and explanatory study was conducted involving 259 Peruvian medical students aged between 18 and 35 (M = 20.29, SD = 2.84). The evaluation was based on self-reported questionnaires covering critical thinking, generalized anxiety, academic self-efficacy, and study satisfaction. Furthermore, a structural equation modeling (SEM) and mediation approach was employed to examine the relationships between variables. Results: The results showed an adequate fit of the model [χ2 (87) = 155, p < 0.001, CFI = 0.93, TLI = 0.92, RMSEA = 0.05 (CI: 0.04–0.07), SRMR = 0.07], demonstrating the impact of critical thinking and generalized anxiety. It was confirmed that academic self-efficacy has a positive effect on study satisfaction. Moreover, the mediating role of academic self-efficacy was confirmed between critical thinking and study satisfaction, as well as between generalized anxiety and study satisfaction. Conclusions: Due to the high academic load on medical students, academic self-efficacy plays a mediating role in the relationship between critical thinking, generalized anxiety, and satisfaction with studies. The development of educational strategies will help to promote critical thinking and academic self-efficacy, as well as provide support to students with generalized anxiety, to enhance study satisfaction.

Disposition to critical thinking, anxiety due to COVID-19 and academic self-efficacy in university students

“…On the other hand, studies confirmed a positive association between students' academic self-efficacy and its effect on critical thinking (Fahim and Nasrollahi-Mouziraji, 2013). Likewise, recent studies confirm that academic self-efficacy correlates with critical thinking and generalized anxiety (Huamán-Tapia et al, 2023). Reports confirm that anxiety has negative effects on academic performance and satisfaction with studies because it affects behaviors, short-term memory, and decision-making (Robinson et al, 2013).…”

Psychometric Properties of a Short Academic Motivation Scale (SAMS) in Medical Students

“…Academic motivation, far from being an isolated phenomenon, interacts with psychological and environmental aspects such as self-efficacy, professional expectations, and the educational environment. It is also influenced by demographic factors like gender, academic year, and geographical location [5][6][7][8]. In the medical field, motivation is crucial in key decisions such as specialty choice, showing significant variations according to regional and socioeconomic contexts [9][10][11].…”

Design and Psychometric Properties of the Student Perception of Teacher Care Scale in University Students

“…The concept of teacher care within the university context is a critical dimension in promoting students' well-being and their academic, emotional, and social development. Taking on a role of care means adopting a stance of protection and pursuing students' well-being [1,2], translating into a profound moral action that denotes a high sense of responsibility [3]. This responsibility is based on essential moral virtues such as compassion, competence, confidentiality, trust, and awareness, which are indispensable for establishing an effective caring relationship [4].…”