Determination of Psychological Resilience, Academic Achievement and Academic Self-Efficacy of Nursing Students

Atak, Nazlı; Meriç, Meltem

doi:10.5152/cjms.2020.2343

Cited by 2 publications

(4 citation statements)

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“…The findings of the research show that resilience is a positively related variable that directly affects academic self-efficacy. The positive relationship between resilience and academic selfefficacy is consistent with the findings of Turgut (2018). It can be seen in many studies in the literature that wars are the risk factors affecting the resilience (Hubbard et al, 1995;Masten & Coastworth, 1998;Peltonen et al, 2014;Pieloch et al, 2016;Demir & Aliyev, 2019).…”

Section: Discussionsupporting

confidence: 87%

“…As a result of the study, it was found that self-efficacy has a partial mediating role in the relationship between emotional abuse perceived by parents and psychological resilience. In addition, Turgut (2018) examined the relationship between the psychological resilience, academic achievement and academic self-efficacy levels of the students studying at the nursing faculty. In the results of the research, it has been determined that there is a positive but weak relationship between the psychological resilience and academic self-efficacy of the students; while there is a positive but weak relationship between academic self-efficacy and general academic average.…”

Section: Introductionmentioning

confidence: 99%

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Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model

Sari

Gelbal

Sarı

2020

International Journal of Assessment Tools in Education

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In this study, the effect of resilience, perceived social support, life satisfaction and self-regulation variables on the academic self-efficacy of Syrian refugee undergraduate students were examined with a path analysis model. The sample consisted of Syrian undergraduate students living in Turkey. The sample of the research was randomly selected and participation was voluntarily. Data collection tools used were demographic information form, Arabic versions of academic self-efficacy, resilience, perceived social support, life satisfaction and self-regulation scales. In the data analysis, self-regulation and perceived social support selected as the exogenous variables, academic selfefficacy was selected as the endogenous variable, and resilience and life satisfaction were selected as the mediator variables. In the study, the direct and indirect effects from exogenous variables to academic self-efficacy were examined. The findings of the research revealed that self-regulation and perceived social support directly affected academic self-efficacy, life satisfaction had a mediating effect on perceived social support, and resilience had self-regulation. It is concluded that in order to increase the academic selfefficacy of refugee students, self-regulation and social support from the society should be increased, as well as life satisfaction and resilience against difficulties.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model

Sari

Gelbal

Sarı

2020

International Journal of Assessment Tools in Education

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“…It has been suggested that this situation may play an essential role in increasing psychological resilience in the face of difficulties experienced by student nurses. 12,13 Interpersonal Factors…”

Section: Individual Factorsmentioning

confidence: 99%

“…Individual/internal protective factors; includes characteristics such as being physically, mentally, and socially healthy, intelligence, high selfesteem, self-efficacy, self-confidence, effective communication, and problem-solving skills. 13 Academic stress is thought to occur among nursing students due to the clinical learning environment and interpersonal relationships. Teacher-student relationships are another source of stress for many students, and adequate support should be provided for students in clinical practice.…”

Section: Individual Factorsmentioning

confidence: 99%

Nursing education and stress

Karacan

Yıldız

2022

Turkish Journal of Internal Medicine

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It is necessary to provide a nursing education that includes sufficient theoretical and practical teaching to respond to society's health problems and needs and train nurses who are open to learning and aware of their social responsibility. Students may face various interpersonal and environmental stressors during their nursing education that affect their learning and performance. Students experience different levels of anxiety and stress during their nursing education. Nursing students' fear of failing exams and problems caused by the professor, team conflicts in the clinical environment, difficulties experienced during patient care, pain and suffering of patients, lack of knowledge, inability to cope in emergencies, the attitude of clinical staff to the student, theoretical training in the clinic problems such as incompatibility are cited as a source of stress. Students can give physiological, emotional, and behavioral reactions due to the stress they experience. Stress in the nursing education process can negatively affect students' learning and performance.Individuals use different methods of coping with stress, depending on their characteristics. Effective use of coping strategies with stress contributes to the successful coping of stressful situations that individuals encounter in their lives. This review was conducted in order to draw attention to the stress experienced by students during their nursing education and the approaches to control this stress.

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Determination of Psychological Resilience, Academic Achievement and Academic Self-Efficacy of Nursing Students

Cited by 2 publications

References 0 publications

Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model

Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model

Nursing education and stress

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