General Self-Efficacy Mediates the Effect of Family Socioeconomic Status on Critical Thinking in Chinese Medical Students

Abstract

Background: Critical thinking (CT) is an essential competence for medical students. Family socioeconomic status (family SES) and general self-efficacy (GSE) play crucial roles in the development of CT. However, the association among family SES, GSE, and CT in Chinese medical students has yet to be fully investigated.Objectives: To investigate the role of family SES and GSE in the development of CT in Chinese medical students.Methods: 1,338 medical students were recruited using multistage stratified cluster sampling from three institutions in China. The Chinese critical thinking disposition inventory (CTDI-CV), General Self-Efficacy Scale (GSES), and a self-made inventory assessing family SES were administered to collect data. The relationship between CT and family SES as well as GSE was evaluated by structural equation modeling.Results: Students of higher family SES obtained higher CTDI-CV and GSES scores. A positive correlation was found between family SES and CT (r = 0.101–0.141, p < 0.05 or p < 0.01), as well as between family SES and GSE (r = 0.111–0.129, p < 0.01). Moreover, GSE was moderately correlated with CT (r = 0.418, p < 0.01). The model of partial mediate effect of GSE showed the best fit index with X2 = 29.698, df = 9 and X2/df = 3.300, NFI = 0.990, IFI = 0.993, TLI = 0.984, CFI = 0.993, RMSEA = 0.041.Conclusion: Family SES has a positive albeit limited influence on GSE and CT in Chinese medical students. GSE mediates the effect of family SES on CT and plays a larger role. Enhancing medical student’ GSE maybe an efficacious way to improve medical students’ CT.

Preocupaciones sobre la educación de los estudiantes de ciencias de la salud durante la pandemia por SARS-CoV-2

“…Más aún, los estudiantes perciben esta actividad como parte fundamental de su desarrollo profesional. El rol de la familia en los estudiantes es de vital importancia, tanto para el desarrollo del pensamiento crítico como el de autoeficacia, en general 30 , siendo estas dos características necesarias para su adecuado desarrollo y aprendizaje. Por esto, con base en nuestros resultados, la protección del núcleo familiar sería la razón para no participar en el voluntariado, se toma en cuenta que éste es la base para el éxito de su formación integral.…”

Approaches between Self-Efficacy and Self-Fulfilling Prophecy, Perspectives from Education

“…Studies that validate the AEG scale in their respective countries and relate it to a wide range of human behaviors stand out, as shown in the following articles: Schwarzer, R., & Warner, (2013) relate it to resilience; Covarrubias-Apablaza et al (2019), relate it to self-regulation; Simón et al (2017) to social support and global self-esteem; Rahayu & Anfajaya (2020) to perception of competence development; Navarro et al (2017) to permanence and dropout; Burger & Samuel (2017) to perception of stress; Gebregergis et al (2020) with self-esteem and socio-cultural adaptation of foreign students; Wilde & Hsu (2019) with information interpretation in the online learning experience; Huang et al (2019) relates it to socio-economic status and critical thinking.…”

“…They also correlate AEG studies with stress (Pereyra et al, 2019); in turn, Wilde & Hsu, (2019), does so with vicarious experience in online learning; Gebregergis et al (2020), with self-esteem in international students. Schwarzer's scale (1997), is employed by Huang et al (2019) and relates it to socio-economic status and critical thinking; Sanjuán et al 's scale (2000) is also adapted in Spain, (Rosal & Bermejo, 2017;Simón et al, 2017), in Colombia (Navarro et al, 2017) and Mexico (Cabanach et al, 2012). In English, there is the article by Rahayu & Anfajaya (2020), which uses the Sherer & Adams scale (1983), a scale that in Spanish was not found in this review.…”

Impact of citalopram combined with mindfulness-based stress reduction on symptoms, cognitive functions and self-confidence in patients with depression

“…Finally, selfconfidence was evaluated before treatment and at weeks 1, 4 and 8 after treatment, using the General Self-efficacy Scale (GSES). GSES consists of 10 items [11], and each item was scored based on a range of 1 -4 points. A higher GSES score indicated a higher sense of selfefficacy.…”