Factors Affecting Academic Performance of Medical Students

Khan, Khola Waheed; Ramzan, Musarat; Zia, Yusra; Zafar, Yumna; Khan, Memoona; Saeed, Hurmat

doi:10.37185/lns.1.1.45

Cited by 19 publications

(18 citation statements)

References 2 publications

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“…In this study, it showed that academic performance decreased as the academic year increased from the 1 st year to the final year due to sleep disturbance because study burden increases as the academic year goes from preclinical to clinical year. This result is unvarying with the previous studies [28][29][30].…”

Section: Discussioncontrasting

confidence: 73%

Association of sleep disorder with academic performance among medical students in Sudan

Zafar¹,

Omer²,

Hassan³

et al. 2020

Russ Open Med J

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Background — Sleep disorder is a common problem amongst medical students. The objective of this study is to determine the association of sleep disorder with academic performances among medical students in Sudan. Methods — A cross-sectional study was conducted in which 199 medical students were selected through simple random sampling techniques. Pittsburgh Sleep Quality Index and Epworth Sleepiness Scale were used to assess the sleep pattern and daytime sleepiness respectively. Logistic regression analysis was used to determine the association of sleep disorder with academic performance. Results — Majority of the students (82.5%) suffered poor sleep quality and 56.5% were suffered from severe day time sleepiness. All the characteristics of sleep quality were associated with poor academic performance but only sleep duration, use of sleep medication, global PSQI score and day time sleepiness were a statistically significant association with poor academic performance. Conclusion — A high prevalence of sleep disorder and its associated with poor academic performance was found in medical students. There is a need for a formulation of policies to address the factors which affect sleep of students.

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Section: Discussioncontrasting

confidence: 73%

Association of sleep disorder with academic performance among medical students in Sudan

Zafar¹,

Omer²,

Hassan³

et al. 2020

Russ Open Med J

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“…By contrast, a low level of regulatory teaching brings with it higher levels of stress factors in the teaching process (inadequate methodology, unscheduled changes, and less meaningful content) and in the learning process (more anxiety, task overload): this is why it is considered dysregulatory . This is the context where greater stress symptoms appear ( Khan et al, 2020 ). It has therefore been demonstrated, in a precise manner, that factors of the teaching process can constitute either protective or risk factors during the period of university learning ( Vermunt, 2007 ).…”

Section: Discussionmentioning

confidence: 99%

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

et al. 2020

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The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.

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“…The deactivating emotions (boredom and relief) were used in all three levels of self-regulation and across the three situations, appearing to indicate that they show a similar behavioral pattern, less dependent on the specific situation. Previous research has indicated that boredom-as a negative deactivating emotion-has its own behavior and is a precursor to disengagement and burnout [30,80,81]. Negative emotions have also appeared as precursors to risk behaviors, substance abuse and mental health problems [45].…”

Section: Discussionmentioning

confidence: 99%

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Arias

Paoloni

Vera-Martínez

et al. 2020

IJERPH

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Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

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Factors Affecting Academic Performance of Medical Students

Cited by 19 publications

References 2 publications

Association of sleep disorder with academic performance among medical students in Sudan

Association of sleep disorder with academic performance among medical students in Sudan

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

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