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The Relationship of online learning self-efficacy an psychological well-being among first year medical students / Kaithlyn Janeen T. Ingan, Hanna G. Jang, Trisha Mae L. Lumbang, Clariz Arah T. Mangaoang, Melf Hecel E. Manila, Jed Praxine Myka G. Marcelo, Ericka Paula L. Mariano, Murray A. Matanguihan, Alecza A. Mendoza, Bea Angelika A. Muerong, Karmela D. Noche, Chianne Quim L. Paredes, Edelmarie C. Patdu, Janelle Ira P. Paz, Clara Therese A. Remperas, Martin Angelo T. Rentutar, Denise Geandra B. Tan, Anne Marie Albert U. Tejada, Joaquin Alberto S. Tenefrancia, Maelyn C. Villanueva and Reginette F. Viloria.

By: Contributor(s): Language: english Publication details: Fairview, Quezon City: Department of Community and Family Medicine, FEU-NRMF, 2020.Description: 27 pages: tables; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • M CFM 2020 0028
Summary: Abstract: Students all over the Philippines pursue their education online since the traditional face-to-face classes have been disallowed due to COVID-19 pandemic. Medical students face several challenges especially from the transition to online learning, and it has greatly affected their psychological well-being and self-efficacy. The study aimed to determine the association between the Online Learning Self-Efficacy and Psychological well-being of First year medical students of Far Eastern University-Nicanor Reyes Medical Foundation. An analytic, cross-sectional study was done involving 129 first year medical students of Far Eastern University-Nicanor Reyes Medical Foundation taking 31 units during the second semester, and at least 18 years old, with no known history of diagnosed mental health disorder. Simple Random sampling was done to select the respondents, and Google forms was used as a mode for answering the Ryff's Psychological Well-Being Scale and the Online Learning Self-Efficacy Scale (OLSES). Overall online learning self-efficacy received a mean score of 78.89 (SD=11.09). Descriptive statistics using quartile values showed that 27.91% of the respondents had low online learning self-efficacy, 45.74% had neutral online learning self-efficacy, and 26.36% had high online learning self-efficacy. Overall psychological well-being score was 170.64 (SD=25.44). Using quartile scores, 26.36% had low psychological well-being, 45.74% had moderate psychological well-being, and 27.91% had high psychological well-being. This study found that online learning self-efficacy was significantly associated with psychological well-being. Age and the duration of online classes were significant predictors of online learning self-efficacy while the use of a tablet-type gadget showed significance as a predictor of psychological well-being among others. Learning and understanding the different factors that may significantly contribute to psychological well-being in the time of crisis may encourage positive online teaching practices as well as enhance the learning process of students.
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Abstract: Students all over the Philippines pursue their education online since the traditional face-to-face classes have been disallowed due to COVID-19 pandemic. Medical students face several challenges especially from the transition to online learning, and it has greatly affected their psychological well-being and self-efficacy. The study aimed to determine the association between the Online Learning Self-Efficacy and Psychological well-being of First year medical students of Far Eastern University-Nicanor Reyes Medical Foundation. An analytic, cross-sectional study was done involving 129 first year medical students of Far Eastern University-Nicanor Reyes Medical Foundation taking 31 units during the second semester, and at least 18 years old, with no known history of diagnosed mental health disorder. Simple Random sampling was done to select the respondents, and Google forms was used as a mode for answering the Ryff's Psychological Well-Being Scale and the Online Learning Self-Efficacy Scale (OLSES). Overall online learning self-efficacy received a mean score of 78.89 (SD=11.09). Descriptive statistics using quartile values showed that 27.91% of the respondents had low online learning self-efficacy, 45.74% had neutral online learning self-efficacy, and 26.36% had high online learning self-efficacy. Overall psychological well-being score was 170.64 (SD=25.44). Using quartile scores, 26.36% had low psychological well-being, 45.74% had moderate psychological well-being, and 27.91% had high psychological well-being. This study found that online learning self-efficacy was significantly associated with psychological well-being. Age and the duration of online classes were significant predictors of online learning self-efficacy while the use of a tablet-type gadget showed significance as a predictor of psychological well-being among others. Learning and understanding the different factors that may significantly contribute to psychological well-being in the time of crisis may encourage positive online teaching practices as well as enhance the learning process of students.

Thesis - Department of Community & Family Medicine

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