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Study Objective: To characterize pediatricians' knowledge, attitudes, and self-efficacy around contraception., Design: Cross-sectional survey., Setting: United States., Participants: National sample of pediatricians., Interventions: Assessment of behaviors of providing contraception., Main Outcome Measures: Reproductive health practice score., Results: Two hundred twenty-three usable surveys were received, from 163 contraceptive prescribers and 60 nonprescribers. The mean reproductive health practice score was 43.1 (SD, 8.2; total possible score, 84). Prescribers differed in their mean reproductive health score (46.0; SD, 7.0) from nonprescribers (34.0; SD, 4.5; P < .001). Prescribers vs nonprescribers differed in their attitude and efficacy in providing contraception. More prescribers believed it was their responsibility to ask about patients' need for birth control, were confident in their ability to prescribe contraception options, and provided contraception to minors despite parental disapproval. Neither group was confident in their ability to place intrauterine devices or believed that the literature supports intrauterine device placement in adolescents. Only efficacy was related to prescribing contraception in a multivariate regression analysis (odds ratio, 1.7; P < .001)., Conclusion: In this study, we showed that most pediatricians are contraception prescribers but the overall reproductive health score was low for prescribers and nonprescribers. The odds of prescribing contraception increased with higher self-efficacy scores rather than knowledge alone. Many prescribers and nonprescribers would not prescribe birth control if parents disapproved and do not believe it is their responsibility to assess patients' need for birth control. In addition very few pediatricians have training in long-acting reversible contraception, despite being the recommended method for adolescents., (Copyright © 2015 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.)

Abstract Background Digital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and procrastination remain inadequately understood. Objectives This research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of academic procrastination and its various dimensions among medical students. Methods A descriptive cross-sectional survey was conducted from seven medical colleges from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and academic procrastination scale and collected data on 659 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables. Results The empirical results confirmed that digital literacy positively influenced academic self-efficacy and negatively correlated with academic procrastination. Among the five dimensions of procrastination assessed, self-efficacy emerged as the most potent mediator, significantly reducing procrastination and enhancing academic self-efficacy, followed by affective procrastination, time management, task avoidance, and behavioral procrastination. Conclusion The findings underscore the critical role of digital literacy in fostering academic self-efficacy and reducing procrastination among medical students. Educators can develop more effective interventions to support medical students in their academic journey by targeting specific dimensions of procrastination, particularly self-efficacy-related procrastination. Future research should consider longitudinal studies to confirm causality and explore these dynamics in diverse educational settings.

Abstract The significance of health literacy for elderly individuals with chronic illnesses lies in managing and delaying disease development, which is affected by personal and environmental factors. Family communication can provide an emotional support environment; self-efficacy is an important factor of subjective initiative and personality. A relatively persistent thinking and behavior pattern can affect the environment, subjective initiative, and individual health outcomes. This study aims to explore the effects of the Big Five personality traits on the health literacy of elderly individuals with chronic illnesses and to hypothesize that family communication and self-efficacy mediate the Big Five personalities and health literacy. A cross-sectional study of 2251 elderly individuals with chronic diseases was conducted through nationwide random quota sampling. The structural equation model was used to explore the mediating role of family communication and self-efficacy between the Big Five personality and health literacy. Family communication played a simple mediating role in the influence of extraversion, agreeableness, conscientiousness, and neuroticism on health literacy. Self-efficacy played a simple mediating role in the influence of the Big Five personalities on health literacy. Self-efficacy and family communication played a chain mediating role between extraversion, agreeableness, conscientiousness, neuroticism, and health literacy. Nurses can enhance the health literacy of elderly individuals with chronic illnesses with extraversion, agreeableness, conscientiousness, and neuroticism through family communication and self-efficacy while promoting the health literacy of those with openness through self-efficacy.

Abstract The (re-)construction of past and future personal experiences, termed mental time travel (MTT), is highly adaptive and contributes to self-related beliefs and attitudes. Mounting evidence suggests that self-efficacy (SE), the belief that one can overcome obstacles on their own account, is functionally related to MTT. In the present study, we used novel methods for the analysis of MTT narratives based on natural language processing (NLP) to investigate the relation between SE and MTT. We demonstrated that self-efficacious participants remembered and imagined experiences which were semantically less similar and contained a wider variety of contents. Additionally, increased SE was related to a positive reappraisal of personal episodes and reports of a more active role within mental scenarios. In conclusion, NLP appears to be a valuable method to quantify changes to the (re-)construction of personal experience that might support cognitive and emotional functioning.

Abstract Academic achievement reflects students’ learning outcomes over a period of time and serves as a crucial gauge of student learning levels, as well as a focal point of societal interest. To investigate the impact of teacher support on academic achievement and its mechanism of action, this study introduces two mediating variables—academic self-efficacy and academic emotions—to construct a chain mediation model, and conducts a survey among 800 university students in Nanjing. The findings reveal that teacher support directly impacts academic achievement; academic self-efficacy mediates the effect of teacher support on academic achievement; academic emotions also mediate the effect of teacher support on academic achievement; and there is a chain mediating effect of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement. This research elucidates the relationship between teacher support and academic achievement, providing a theoretical foundation and practical recommendations for enhancing the academic performance of university students.

Abstract Prior research show that relative deprivation can decrease individuals’ psychological well-being. However, the underlying mechanism between relative deprivation and psychological well-being remains unclear. To explore the mediating effects of self-efficacy and self-control on the relationship between relative deprivation and psychological well-being. 426 undergraduate students submitted the online survey that assessed their psychological well-being, relative deprivation, self-efficacy and self-control. Students experienced high levels of psychological well-being, moderate to high levels of relative deprivation and moderate levels of self-efficacy and self-control. Parallel mediators of self-efficacy and self-control on the relationship between relative deprivation and psychological well-being were significant (each p

Abstract Background Specialty clinics can be challenging for students on the internal medicine clerkship. They often lack the specialized knowledge necessary to fully engage in the clinic and may be pushed into an observational role, rather than being afforded meaningful opportunities. These peripheral roles undermine self-efficacy, and, therefore, education and interest. We sought to improve self-efficacy of students attending non-malignant hematology clinic, as well as to enhance interest in hematology and internal medicine. Methods We developed a flipped visit model analogous to the flipped classroom. Students each received pre-readings accompanied and pre-assigned cases with delineated reasons for referral and learning objectives. This model allowed students to prepare the hematology content for visits prior to arrival and then focus their time in clinic on executing visits. Participating students completed pre- and post-clinic surveys. These surveys covered core concepts in self-efficacy and interest in hematology and internal medicine on a five-point Likert scale. Results Of 103 students attending hematology clinic, 38 students (37%) opted to participate. Two of the 38 did not complete the post-clinic survey. Students had a statistically significant increase in four of six measures of self-efficacy: evaluation of research relevant to patient care and practicing cost-effective care (p = 0.008 and 0.001, respectively); and creation of a differential diagnosis and treatment plan specific to hematology (both p

Background With China's aging population, the incidence of stroke is increasing year by year, and the high disability rate places a significant burden on patients, families, and society. It is extremely important to strengthen the rehabilitation self-efficacy of home-based stroke patients in order to assist them return to society as soon as feasible. Currently, less emphasis is being paid to the influence of environmental factors on rehabilitation self-efficacy in stroke. Objective To investigate the current status of rehabilitation self-efficacy of stroke patients in community, and explore the influence of different environmental factors on rehabilitation self-efficacy of stroke patients. Methods Using convenience sampling, from December 2019 to September 2020, 262 stroke patients in the subordinate communities of 4 community health service centers in Zhengzhou, Henan Province were enrolled in the survey. The Demographic Information Questionnaire was used to collect general data, the Modified Rankin Scale was used to assess the physical function of stroke patients, the Measure of Stroke Environment was used to assess the current situation of stroke environment, and the Chinese Version of Stroke Self-efficacy Questionnaire was used to assess the rehabilitation self-efficacy of stroke patients. The effects of various environmental factors on rehabilitation self-efficacy of stroke patients were investigated by hierarchical regression analysis. Results A total of 285 questionnaires were distributed, a total of 262 valid questionnaires were collected, with an effective response rate of 91.93%. The rehabilitation self-efficacy score of 262 stroke patients was (76.1±26.3). Receptivity, physical environment and communication environment accounted for 30.9% of the total variation in rehabilitation self-efficacy (P

Abstract Background Exploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students’ self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship. Methods A total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques. Results (1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P

Abstract The role of teacher empathy is recognized as a key factor in improving teacher–student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; M age = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training.

Abstract The family plays an immensely crucial role in the development of adolescents, significantly influencing their behavioral patterns. To explore the impact mechanism of the family physical activity environment on adolescents’ exercise adherence, and analyze the chain-mediating role of exercise self-efficacy and exercise satisfaction. A questionnaire was administered to 500 adolescents and their parents using the Family Physical Activity Environment Scale, Exercise Adherence Scale, Exercise Self-Efficacy Scale and Satisfaction Scale. The direct impact value of the family physical activity environment on adolescents’ exercise adherence is 0.148, with an effect size of 32.81%. The impact values of exercise self-efficacy and satisfaction between the family physical activity environment and adolescents’ exercise adherence are 0.113 and 0.092 respectively, with effect sizes of 25.05% and 20.39%. The chain-mediating effect of exercise self-efficacy and satisfaction is significant, with an effect value of 0.097 and an effect size of 21.50%. Family physical activity environment can directly and positively predict adolescents’ exercise adherence, positively predict adolescents’ exercise adherence through the independent mediating role of exercise self-efficacy and satisfaction, and also positively predict adolescents’ exercise adherence through the chain mediating role of exercise self-efficacy and satisfaction. This provides a theoretical reference for enhancing adolescents’ exercise adherence and improving their levels of physical health.

Abstract Objective This study was conducted to determine the effect of the mode of delivery on maternal postpartum comfort level and breastfeeding self-efficacy. Methods The study was conducted as a systematic review and a meta-analysis. Searching was performed from March to July 2022, on PubMed, National Thesis Center, Dergi Park, Google Scholar, Web of Science, and EBSCO search engines and we included studies from the last 10 years. The Joanna Briggs Institute Critical Appraisal tools used in cross-sectional studies were employed to appraise the methodological quality and performed meta-analyses using a random-effects model for all outcomes. Study data consisted of continuous variables calculated by Mean Difference. Results From 3732 records received, 21 cross-sectional studies involving 5266 participants were determined to be eligible. Meta-analysis results showed that cesarean section reduced postpartum comfort, albeit not statistically significant (MD: -0.87 95%: -1.98–0.24, Z = 1.53, p = 0.44), whereas the combined results of breastfeeding self-efficacy showed that delivery type did not affect breastfeeding self-efficacy. Conclusion The results of this review have clinical implications for postpartum caregivers, as the effects of mode of delivery on postpartum comfort and breastfeeding self-efficacy have been well documented in previous studies. The authors recommend caregivers plan maternal care to increase their comfort, taking into account the factors that may affect postpartum comfort in the light of evidence-based practices.

Abstract Combined action observation and motor imagery (AOMI) training improves motor skill performance, but limited research has investigated possible moderating factors for this intervention. This study examined the influence of action observation (AO) perspective on the effectiveness of AOMI training for novices learning a ‘shadow’ Osoto Gari judo throw. Thirty novice participants were randomly assigned to AOMI training that displayed egocentric footage (AOMIEGO) or allocentric footage (AOMIALLO) of the Osoto Gari, or Control training. A motor learning design incorporating pre-test (Day 1), acquisition (Days 2–6), post-test (Day 7), and retention-test (Day 14) was adopted. Motor skill performance, self-efficacy, and mental representation structures were recorded as measures of learning. There were mixed effects for motor skill performance across the three training conditions utilized in this study, with AOMIALLO training significantly reducing error scores for final right hip flexion angle and peak right ankle velocity compared to AOMIEGO training. Self-efficacy increased for all training conditions over time. Both AOMIEGO and AOMIALLO training led to improved functional changes in mental representation structures over time compared to Control training. The findings suggest AOMI training led to improved perceptual-cognitive scaffolding, irrespective of AO perspective, and offer some support for the use of AOMIALLO training to facilitate novice learning of complex, serial motor skills in sport.

Abstract Background The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting. Methods Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert. Discussion Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training. Trial registration Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Objective·To explore the correlation among perceived social support, rehabilitation self-efficacy and rehabilitation exercise adherence of in-patients after hip/knee arthroplasty, and examine the mediating role of rehabilitation self-efficacy in the correlation between perceived social support and rehabilitation exercise adherence.Methods·A convenience sampling method was used, and 141 post-total hip/knee arthroplasty inpatients in the bone and joint ward of the First Affiliated Hospital of Naval Medical University (Shanghai Changhai Hospital) from October 2021 to February 2023 were selected as the study subjects. The general demographic data, such as age and gender, and the information of disease and operation were assessed by using General Data Questionnaire. The adherence to rehabilitation exercise in patients after hip/knee arthroplasty was assessed by using the Rehabilitation Exercise Adherence Scale (REAS); the self-efficacy of rehabilitation exercise was assessed by using the Self-Efficacy for Rehabilitation Outcome Scale (SER); the social support level of individual subjective feelings of the patients was assessed by using the Perceived Social Support Scale (PSSS). Pearson's correlation analysis was used to test the correlation between the variables, and Bootstrap method was used to investigate the mediating role of rehabilitation self-efficacy in the correlation between perceived social support and rehabilitation exercise adherence.Results·A total of 167 questionnaires were distributed and 141 valid questionnaires were recovered, with a valid recovery rate of 84.4%. The age range of the 141 patients after hip/knee arthroplasty was 26‒84 years old, and the average age was (64.75±10.74) years old. The total score of SER of the patients after hip/knee arthroplasty was (100.45±21.71), the total score of PSSS was (68.29±10.89), and the total score of REAS was (11.93±2.29). Pearson's correlation analysis results showed that there was a significant correlation between SER score and PSSS score, SER score and REAS score, and PSSS score and REAS score in patients after hip/knee arthroplasty. The mediation effect analysis showed that the indirect effect of perceived social support on rehabilitation exercise adherence was significant (effect value 0.033, 95%CI 0.017‒0.058, P0.05).Conclusion·Perceived social support positively predicts rehabilitation exercise adherence, and rehabilitation self-efficacy fully mediates the correlation. Direct intervention in rehabilitation self-efficacy is superior to moderating the level of perceived social support.

Abstract Background Fully online learning has become a common option in many universities worldwide in the post-COVID-19 era. The study aimed to evaluate the dimensions and characteristics of the fully online learning self-efficacy among Chinese undergraduate medical and nonmedical students. Methods A cross-sectional study was conducted from January to August 2023 at Xihua University in China. A stratified cluster sampling method was used to enroll participants of undergraduate students. The Chinese version of the online learning self-efficacy scale (OLSES) was used to collect the demographic information. Cronbach’s alpha coefficient, exploratory factor analyses, confirmatory factor analyses, and linear regression analyses were conducted in the study. Results A total of 203 college students were included in the study. One hundred and twenty (59.1%) of the participants were medical students and 83 (40.9%) were nonmedical students, and most of them (64.5%) were from rural areas. The Cronbach’s alpha coefficients were determined to be 0.90, 0.86, 0.87, and 0.95 for the learning in a fully online environment, time management, technology use subscales, and the whole scale, respectively. Exploratory factor analysis revealed the justifiability of factor analysis. In the confirmatory factor analysis, the majority of the goodness-of-fit indices reached an acceptable threshold (χ2/df = 3.14, RMR = 0.06, RMSEA = 0.10, NFI = 0.84, RFI = 0.80, IFI = 0.89, TLI = 0.85, CFI = 0.90). More than half of the students reported insufficient self-efficacy for learning in a fully online environment and time management, whereas 55.7% showed good self-efficacy for technology use. Although more medical students than non-medical students had higher self-efficacy scores in the three domains of self-efficacy, the proportion of students with good self-efficacy was slightly lower among medical students than non-medical students, with no significant differences between the medical students and nonmedical students. Conclusions Most Chinese university students’ that participated to our study found self-efficacy for fully online learning as insufficient (results on the three domains, ranging from 36.5 to 55.7%) and had a good level of fully online learning self-efficacy. Medical students and nonmedical students are not differences in the self-efficacy of fully online learning. Thus, pedagogues should take measures to help students including medical and nonmedical improve their self-efficacy in online environment learning, time management and technology use, ultimately enhancing their academic success.

Abstract Purpose Higher medical education has always been a major project in the fields of education and health, and therefore, the quality of education has received much attention. Learning engagement has emerged as a significant indicator of teaching quality, attracting considerable research attention. This study aims to explore the relationship between medical students’ learning engagement and their sense of school belonging, professional identity, and academic self-efficacy. Methods We conducted an online survey using convenience sampling method with 311 medical students. We employed Revised version of the Utrech Work Engagement Scale-Student (UWES-S), Chinese version of the Psychological Sense of School Membership (PSSM) scale, Academic Self-Efficacy Scale, and the questionnaire of college students’ speciality identity for evaluation. Network analysis was used to analyze the relationships among these factors. Results Medical students’ overall performance in school showed a positive trend. However, there is still room for improvement. In the network structure of learning engagement and its influencing factors, the “emotional” aspect of professional identity (EI = 1.11) was considered to be an important node with strong centrality. And “academic competence self-efficacy” aspect of academic self-efficacy (BEI = 0.72) was considered an important node with strong transitivity. Conclusion Deepening medical students’ emotional identification with their profession and enhancing their confidence in their academic abilities may improve their learning engagement and educational quality.

Abstract Background Meta-analyses indicate a high prevalence of burnout among medical students. Although studies have investigated different coping strategies and health interventions to prevent burnout, professional experience’s influence on burnout resilience as seldom been explored. Therefore, in our study we aimed to examine the self-efficacy’s mediating role in the relationship between past vocational training and burnout resilience. In the process, we also analysed the associations between study-related variables and burnout resilience. Methods In our cross-sectional study, we analysed the data of 2217 medical students at different stages of their university education (i.e. 1st, 3rd, 6th, 10th semester, and final year) at five medical faculties in Germany. The questionnaire included items addressing variables related to medical school, previous professional and academic qualifications, and validated instruments for measuring burnout and self-efficacy. Results The overall prevalence of burnout was 19.7%, as defined by high scores for emotional exhaustion and notable values in at least one of the other two dimensions (cynicism or academic efficacy). Higher levels for self-efficacy (p

Abstract The emergence of generative AI technologies has led to an increasing number of people collaborating with AI to produce creative works. Across two experimental studies, in which we carefully designed and programmed state-of-the-art human–AI interfaces, we examine how the design of generative AI systems influences human creativity (poetry writing). First, we find that people were most creative when writing a poem on their own, compared to first receiving a poem generated by an AI system and using sophisticated tools to edit it (Study 1). Following this, we demonstrate that this creativity deficit dissipates when people co-create with—not edit—AI and establish creative self-efficacy as an important mechanism in this process (Study 2). Thus, our findings indicate that people must occupy the role of a co-creator, not an editor, to reap the benefits of generative AI in the production of creative works.

Abstract The purpose of this study was to evaluate the effect of male partners’ targeted antenatal and postnatal breastfeeding education and support interventions on maternal breastfeeding self-efficacy in central Ethiopia. A two-arm parallel group cluster randomized controlled trial was carried out among couples in a community setting in the Hadiya Zone, central Ethiopia. A total of 408 couples from 16 clusters were randomly assigned to either the intervention (n = 204) or control group (n = 204). The analysis was conducted using an intention-to-treat approach. A generalized estimating equation (GEE) analysis was done to evaluate the effectiveness of the interventions. Maternal BFSE was significantly higher among mothers whose male partner received breastfeeding education and support interventions than those who did not receive the interventions (130 (65.0%) v 90 (45.9%), P

Abstract Background Burnout is prevalent among pediatric residents. Self-efficacy and resilience, as concepts of positive psychology, may be protective factors for burnout. However, no current data demonstrates the mechanism of their interaction. Objectives To investigate the pediatric residents’ status of self-efficacy, resilience, and job burnout in a university-affiliated hospital in western China. To explore relationships among them, especially the mediating effects of resilience. Methods The study was conducted with 190 pediatric residents from an A-Class women’s and children’s hospital in western China. Data included demographic characteristics, status of pediatric residents, measures of burnout (using the Physicians’ Career Burnout Questionnaire), self-efficacy (using the General Self-Efficacy Scale) and resilience (using the Connor-Davidson Resilience Scale). Multiple regression analysis and mediation analysis with bootstrapping were used to identify whether resilience mediates the relationship between self-efficacy and burnout. Results Female pediatric residents exhibited significantly lower self-efficacy (t = 2.53, p

Abstract Occupational stress is a complex concept resulting from interaction among personnel, work environment, and cultural contexts. It can cause mental health issues, including clinical mental disorders, as well as emotional challenges like depression, anxiety, cognitive difficulties, and feeling sad. As a vulnerable group, healthcare professionals, especially nurses, experience a high rate of occupational stress. Therefore, we aimed to study the relationship between occupational stress, mental health problems, and self-efficacy among the nursing population. A cross-sectional study was conducted among 365 nurses selected through a two-stage sampling process from tertiary hospitals in Qazvin, Iran, between July and September 2022. Study variables included occupational stress measured by the persian version of the health and safety executive management standards revised indicator tool (MS-RIT), the general health questionnaire containing 28 questions measuring psychological distress in four primary areas of somatic and anxiety symptoms, sleep disorders, social dysfunction, and depression [GHQ–28], and general self-efficacy [GSE–10]. The mentioned variables and some of the nurses’ demographic characteristics, including age, gender, education, and work experience, were analyzed using moderated multiple regression, descriptive statistics, and the Pearson correlation coefficient.The Pearson correlation analysis revealed a statistically significant association between self-efficacy and occupational stress (r = 0.62, P = 0.000) and self-efficacy and mental health (r = 0.67, P = 0.01). Regression analysis demonstrated that occupational stress accounted for 42% of the variation in mental health (R2 = 0.42, P

Abstract With the substantial increase in the use of stimulants, especially methamphetamine, in recent years, the present study aimed to cluster methamphetamine users based on personality traits and self-efficacy, and compare their mental health, sleep quality, and the risk of relapse in the identified clusters. This cross-sectional study was conducted through convenience sampling on 501 methamphetamine users in addiction treatment centers in Kermanshah, western Iran. The data were collected using the Schwarzer General Self-Efficacy Scale, Zuckerman–Kuhlman Personality Questionnaire, Goldberg and Hiller General Health Questionnaire (GHQ), Zuckerman–Kuhlman Personality Questionnaire, and Stimulant Relapse Risk Scale (SRRS). A total of 501 methamphetamine users were distinguished into three clusters with frequencies of 111 (22.2%), 298 (59.5%), and 92 (18.4%) members through hierarchical cluster analysis. The participants in the first cluster were characterized by low self-efficacy, high neuroticism, sensation seeking, and aggressiveness, along with low extroversion and activity, low positive health, high negative health, low sleep quality, and high risk of drug relapse. The participants in the second cluster reported moderate levels of self-efficacy, neuroticism, sensation seeking, activity, and aggressiveness, high extroversion, and moderate levels of mental health, sleep quality, and the risk of relapse. Moreover, the participants in the third cluster reported the highest level of self-efficacy, the lowest level of neuroticism, sensation seeking, and aggressiveness, moderate extroversion and high activity, low relapse risk, high sleep quality, as well as high positive and low negative health symptoms. The third cluster was significantly different from the other two clusters in terms of the mentioned factors. The findings of this study suggest that low self-efficacy and the presence of neuroticism, sensation seeking, and high aggressiveness contribute to reduced mental health and sleep quality, as well as an increased risk of relapse in methamphetamine users.

Abstract The context of education has changed due to revolutionary developments in the information communication technology (ICT) industry in the post-COVID era. Innovative learning methods were introduced in the education sector to promote quality education. The students find it more convenient to use ICT tools to integrate their knowledge-seeking. China has recently paid more attention to developing and adopting electronic infrastructure. The study assesses the effect of technology self-efficacy (TSE) on ICT acceptance and implementation in China’s education sector. It also analyzed the role of perceived trust, perceived security, and electronic word of mouth (eWOM) in integrating digital information sharing and interaction tools. Data is collected from 382 business students at Chinese universities. The results revealed that perceived trust mediates the relationship between TSE and the actual use of ICT tools, intention to use ICT tools for information, and intention to use ICT tools for interaction. Further, perceived security and eWOM significantly moderate the relationship between TSE and perceived trust. The findings indicate that it is essential to offer assistance and instruction to students in the educational sector so they can use ICT technology more frequently. It is also crucial for organizations to establish a supportive culture and provide the necessary technological resources to facilitate the use of ICT.

Abstract Background The anatomy dissection course is a major part of the first two years of the traditional medical curriculum in Germany. The vast amount of content to be learned and the repeated examination is unanimously perceived by students and teachers as a major stress factor that contributes to the increase of psychosocial stress during the first two years of the course of study. Published interventions for specific stress reduction are scarce. Methods In a randomized, controlled design two intervention groups were compared with a control group (CG) over the whole dissection course (nine measuring points before, during and after first and second semester). The ‘Stress Management intervention (IVSM)’ targeted at the setting of personal standards, the ‘Friendly Feedback intervention (IVFF)’ at the context of frequent testing. Quantitative surveys were distributed at nine measuring points. The questionnaire comprised validated instruments and self-developed items regarding stress, positive and negative affect, anxiety, intrinsic and extrinsic motivation, self-efficacy, and perceived performance. Results Out of 195 students inscribed in the dissection course, 166 (85%) agreed to participate in the study. The experience of stress during the dissection course was significantly higher in the CG than in the IVFF. Anxiety and negative affect were lower in students of the IVFF while positive affect, intrinsic motivation, and self-efficacy were higher than in the CG. For anxiety and negative affect in the IVSM this was especially seen at the end of the second semester. The self-perceived increase in both knowledge and preparedness for the first big oral and written examination did not differ between the study groups. About three quarters of the participants would choose the intervention ‘Friendly Feedback’ if given the choice. Conclusions Replacing formal tests with friendly feedback has proven to be an effective measure to reduce stress and negative affect and foster positive affect, self-efficacy, and intrinsic motivation, while it did not impair self-perceived academic performance.

Background and purpose: Spiritual health is defined as an inner and satisfying feeling of being constructive with oneself and others and a feeling of superiority in the specific cultural framework of each society, which means life and death. On the other hand, self-efficacy is one of the results of self-confidence and self-mastery, which always has valuable results in the behavior and performance of people in different fields, especially in the field of treatment and medicine. Based on the evidence, spiritual health, and self-efficacy have a close relationship with cooperation, so the belief in self-efficacy and spirituality can cause it to be in the level of utilization and quality of self-efficacy. This study was conducted to determine the relationship between spiritual health and self-efficacy of medical interns at Mazandaran University of Medical Sciences. Materials and methods: The method of this research is descriptive of the correlation type and the statistical population of the research includes all medical interns (320 people) studying at Mazandaran University of Medical Sciences in 1402. 176 internship students participated in this study. After obtaining permission, all samples were informed about the purpose of the research. To collect information, Palutzian's (1982) spiritual health questionnaire, which includes 10 religious health questions and 10 existential health questions, and Sherer's (1982) self-efficacy questionnaire, which has 17 items, were used. This scale measures three aspects of behavior, which include: the desire to initiate the behavior, the desire to try harder to complete the task, and resistance to facing obstacles. The validity and reliability of the questionnaire have been proven to be 79% in Barati Bakhtiari's research and 73% in Malek Shahi et al.'s research. The information obtained by Pearson's correlation coefficient method and stepwise regression of the measured item and independent t-test to compare spiritual health and self-efficacy in sex. Male and female were used. Results: According to demographic data, among the 176 people who entered our study, 103 (58.5%) were male and 73 (41.5%) were female. In this research, 12 people (6.8 percent) had high spiritual health and only 6 people (3.4 percent) had low spiritual health. In general, the students' spiritual scores vary between 30 and 114, and the average was 78.71±34.16. 146 people (84.4%) had high self-efficacy 25 people (14.5%) had medium self-efficacy and finally, only 2 people (1.2%) had low self-efficacy. The self-efficacy score of the participants in the present study is between 0 and 85 with an average of 60.11±12.38. There is a significant relationship between the religious part and the existential part of spiritual health with self-efficacy (P=0.001 and P

Background: Understanding healthcare professionals’ expectations in telehealth is crucial for successful implementation. The present study used an adaptation of the antecedents-expectations model, supported by the social cognitive theory to evaluate physicians’ expectations regarding the implementation of telehealth in primary healthcare (PHC) and to investigate the potential influence, on expectations, of a prior telehealth experience (antecedents) during the Coronavirus disease 2019 (COVID-19) pandemic. Materials and Methods: A questionnaire-based survey was conducted online, targeting PHC physicians. Expectations covered four telehealth performance domains including public health and health promotion, Care Quality and Workflow Organization, Patient’s Convenience and Engagement and Providers’ Value and Training. Antecedents included six domains including gain in self-efficacy, gain in knowledge, gain in participation/engagement, gain in experience, enjoyment and satisfaction. Stepwise linear regression was performed to analyse the effect of antecedents on overall expectations. Results: A total of 54 physicians participated in the study. The mean expectation score was 114.15/154 (SD = 28.26), with highest expectations concerning cost-effectiveness, care timeliness and patients’ convenience. A previous experience with smart apps and dedicated telehealth platforms was associated with lower expectations scores. Expectations scores were positively correlated with antecedents scores; however, satisfaction was the sole independent factor of overall expectations (regression coefficient B = 4.40, 95%CI: 3.11–5.68). Conclusion: The findings highlight the significance of previous experience and various antecedents in shaping physicians’ expectations about telehealth. These insights can inform the development of strategies and interventions to enhance healthcare professionals’ expectations and facilitate the successful implementation of telehealth services.

Objective: This study evaluated physician associate/assistant (PA) training and confidence in leadership and leadership skills, as well as where best to incorporate leadership training for the profession. Methods: A quantitative survey was administered to assess PAs' perceptions of leadership and degree of leadership training during their primary PA education. The study also solicited where in the career trajectory leadership training is perceived to be most effective. Of the 284 participants who responded to the survey, 207 had complete responses that were used in the analysis. Results: Nearly 92% of PAs agreed that they aspire to be leaders, and 93.2% agreed or strongly agreed that leadership training would be beneficial during PA school. Additionally, more than 50% of PAs agreed that they had no training but desired more regarding personal mastery, teaching, administration, ideals of a healthy workforce, vision and goal setting, getting results, coalitions, and system transformation. Conclusions: This study demonstrated that PAs desired supplemental training in leadership to cultivate career goals and reported that formal leadership training would be useful to cope with and overcome adversity in clinical practice. [ABSTRACT FROM AUTHOR]

Objectives The objective of this study was to examine the psychometric properties of the Chinese version of the Academic Self-Efficacy Scale (ASES-C) and confirm its measurement invariance across gender identities. Methods In this study, 502 university students (29.68% male, 70.32% female) with a mean age of 19.93 years (SD = 1.64) voluntarily participated. The Academic Self-Efficacy Scale (ASE) was utilized as a unidimensional measure of students’ learning efficacy. The English version of ASES was translated into Chinese using a forward-backward translation procedure. Confirmatory factor analysis (CFA) and invariance testing were conducted with the single-factor model of ASES. Composite reliability (CR) and internal consistency were calculated based on Cronbach’s alpha. Results Upon re-specification of the model, CFA results for the hypothesized single-factor model with eight items indicated an acceptable fit (CFI = 0.959, TLI = 0.943, SRMR = 0.036, RMSEA = 0.065). Cronbach’s alpha and CR values were 0.785 and 0.880, respectively. Multi-group CFA results demonstrated measurement equivalence for the Chinese version of ASES across gender identities. The findings supported the measurement invariance of ASES-C for both male and female participants. Conclusion The ASES-C, consisting of one factor and eight items, is a reliable instrument for assessing Chinese university students’ self-efficacy in learning. Furthermore, it is suitable for making meaningful comparisons across gender identities.

BackgroundThere is a demand for facilitators who can ease the collaboration within a team or an organization in the implementation of evidence-based interventions (EBIs) and who are positioned to build the implementation capacity in an organization. This study aimed to evaluate the results the Building implementation capacity for facilitation (BIC-F) intervention had on the participants' perceived knowledge, skills, and self-efficacy to facilitate implementation and the normalization of a systematic implementation model into their work routines, and its use into their respective organizations.MethodsThe BIC-F intervention was delivered to 37 facilitators in six workshops, which focused on teaching participants to apply a systematic implementation model and various facilitation tools and strategies. A longitudinal mixed methods design was used to evaluate the intervention. Data was collected pre- and post-intervention using questionnaires and semi-structured interviews grounded on the Normalization Process Theory (NPT). Quantitative data were analyzed using descriptive (mean, SD) and inferential (paired t-tests) methods. Qualitative data were analyzed using deductive content analysis according to NPT.ResultsAn increase in the participants' perceived knowledge, skills, and self-efficacy was observed post-intervention. Normalization of the systematic implementation model in the participants' work routines was in an early phase, facilitated by high coherence, however, other NPT mechanisms were not sufficiently activated yet to contribute to full normalization. In the organizations where participants initiated the normalization process, they were still working towards achieving coherence and cognitive participation among relevant stakeholders.ConclusionThe intervention had positive results on the participants' perceived knowledge, skills, and self-efficacy and these recognized the value of a systematic implementation model for their practice. However, further efforts are needed to apply it consistently as a part of their work routines and in the organization. Future interventions should provide long-term support for facilitators, and include methods to transfer training between organizational levels and to overcome contextual barriers.

Objective: Targeted Health Dialogues (THD) is a public health intervention program that aims at preventing cardiovascular disease. THDs were implemented in the Swedish region Scania, in 2020, with the novelty of being conducted in a metropolitan area with a multiethnic population.This study investigated the prevalence of obesity among 40-year-old THD participants in Scania by region of birth, and its associations with self-efficacy and additional metabolic risk factors. Methods: Cross-sectional data were retrieved from measurements in the THDs. Study participants included 1831 40-year-olds. Differences in characteristics by region of birth were assessed using chi-squared and ANOVA tests. The associations between overweight, obesity, and high waist-hip ratio (WHR) and self-efficacy and metabolic risk factors (blood pressure, LDL cholesterol, plasma glucose) were assessed using binominal and ordinal logistic regression, adjusted for sex and education and tested for interactions by region of birth. Results: 35.1 % of the participants were overweight (BMI 25–29.9), and 18.7 % were obese (BMI ≥30) with the highest levels among participants born outside Sweden (p = 0.005). Abdominal obesity was also more prevalent among participants born outside Sweden (p = 0.002). Obesity was associated with increased odds of having low self-efficacy (OR per BMI-level: 1.48 (CI 1.24–1.76) and additional metabolic risk factors. No interactions with region of birth were detected. Conclusions: The prevalence of obesity differed between region of birth and obesity was associated with having low self-efficacy. These findings underline the need to customise lifestyle interventions in a multiethnic population to increase health equity.

Objectives: Lifelong learning facilitates active ageing, and intragenerational learning—the process by which older adults learn from their peers—is an effective means of achieving this goal. The present research aims to elucidate the mechanisms and differences between intergenerational and intragenerational learning models for older adults as evidenced by brain-to-brain synchrony. Methods: Fifty-six instructor-learner dyads completed a study comparing intergenerational and intragenerational learning models, as well as task difficulty. The study utilized a block puzzle task and functional near-infrared spectroscopy (fNIRS) for hyperscanning. Results: The instructor-learner dyads showed greater interpersonal neural synchrony (INS) and learning acquisition in the intragenerational learning model in the difficult task condition (t (54) = 3.49, p

Abstract The social media platform and the information dissemination revolution have changed the thinking, needs, and methods of students, bringing development opportunities and challenges to higher education. This paper introduces social media into the classroom and uses quantitative analysis to investigate the relation between design college students’ learning self-efficacy and social media for design students, aiming to determine the effectiveness of social media platforms on self-efficacy. This study is conducted on university students in design media courses and is quasi-experimental, using a randomized pre-test and post-test control group design. The study participants are 73 second-year design undergraduates. Independent samples t-tests showed that the network interaction factors of social media had a significant impact on college students learning self-efficacy. The use of social media has a significant positive predictive effect on all dimensions of learning self-efficacy. Our analysis suggests that using the advantages and value of online social platforms, weakening the disadvantages of the network, scientifically using online learning resources, and combining traditional classrooms with the Internet can improve students' learning self-efficacy.

Abstract Background Although there is a very high comorbidity between tobacco dependence and other addictive disorders, there are only few studies examining the implementation and outcomes of a tobacco cessation program in patients with addictive diseases. Therefore, the aim of this study is to investigate to what extent a standardized tobacco cessation program leads to improvements regarding psychological/physical parameters in patients with addiction undergoing therapy and whether there is a reduction in tobacco consumption. Methods The study took place in a therapeutic community specialized in addiction therapy. A total sample of 56 participants were non-randomly assigned to an intervention group (IG; n = 31) and a treatment as usual group (TAUG; n = 25). The IG participated in a 6-week tobacco cessation program, while the TAUG received no additional treatment. Both groups were assessed for changes in primary outcomes (tobacco dependence, smoked cigarettes per day (CPD), and general substance-related craving) and secondary outcomes (heart rate variability (HRV): root mean square of successive differences, self-efficacy, and comorbid psychiatric symptoms) at two measurement time points (pre- and post-treatment/6 weeks). Results We observed significant improvements in self-efficacy (F (1,53) = 5.86; p

Abstract Background Teaching assistants (TAs) play a crucial role in pedagogical practices, and the TA training has emerged as a vital strategy for enhancing teaching quality and fostering effective interactions. The self-efficacy of TAs can substantially impact their performance. Nevertheless, little research has focused on the change in TAs’ self-efficacy following their training. Methods A self-control quasi-experiment was conducted to examine shifts in the self-efficacy of Tas at Peking University before and after their TA training. A questionnaire was used to assess the change, and the reliability and validity of the questionnaire was also calculated. A paired data rank sum test was used to analysis the changes in TA self-efficacy before and after training. Results A total of 372 TAs from School of Basic Medicine (N = 173), School of Pharmacy (N = 112), School of Public Health (N = 69), and other schools (N = 18) submitted complete questionnaires. The questionnaire showed a good performance in internal reliability and validity test (Cronbach’s alpha index = 0.906, and KMO value was 0.903). Participants had a median total self-efficacy score of 88 and 85 before and after the TA training, respectively, which shows a lack in the total TA self-efficacy score following the TA training (P

Abstract Introduction This study investigated the impact of flipped learning versus traditional instruction on medical students’ academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students’ beliefs in their ability to succeed and accomplish learning goals. Methods A quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests. Results The flipped learning group showed an increase in academic scores (p

Abstract Background Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs. Methods Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test. Results Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification

Abstract Background Clinician teachers (physicians who teach in clinical settings) experience considerable psychological challenges in providing both educational training and patient care. This study aimed to determine the prevalence of physician burnout and professional fulfillment, and to identify internal and external factors associated with mental health outcomes among Thai clinician teachers working in non-university teaching hospitals. Method A one-time online questionnaire was completed by physicians at 37 governmental, non-university teaching hospitals in Thailand, with 227 respondents being assessed in the main analyses. Four outcomes were evaluated including burnout, professional fulfillment, quality of life, and intentions to quit. Results The observed prevalence of professional fulfillment was 20%, and burnout was 30.7%. Hierarchical regression analysis showed a significant internal, psychological predictor (clinical teaching self-efficacy) and external, structural predictors (multiple roles at work, teaching support), controlling for the background variables of gender, years of teaching experience, family roles, and active chronic disease, with clinical teaching self-efficacy positively predicting professional fulfillment (b = 0.29, p ≤.001) and negatively predicting burnout (b = − 0.21, p =.003). Conclusions Results highlight the importance of faculty development initiatives to enhance clinical teaching self-efficacy and promote mental health among Thai physicians.

Abstract Background Myasthenia gravis (MG), a rare chronic neuromuscular disorder, is characterized by progressive physical decline and requires long-term pharmacological treatment. Due to the decline of physical and social abilities, MG patients are in great need of social support, including tangible and emotional support. This study aims to examine the association between social support and medication adherence and the possible mediating effects of mental health and self-efficacy among MG patients. Methods A cross-sectional analysis of a nationwide MG registry was conducted on 865 patients under oral medication treatment in China between June and July 2022. Validated scales were used to measure the respondent’s mental distress (Four-item Patient Health Questionnaire), social support (Modified Medical Outcomes Study Social Support Scale), self-efficacy for medication use (Self-efficacy for Appropriate Medication Use Scale), and medication adherence (Morisky Medication Adherence Scale, MMAS). Results The association between social support and medication adherence and possible mediating effects of mental distress and self-efficacy were tested by structural equation model, with significant demographic and disease-related factors adjusted. The respondents showed a very low level of medication adherence (71.2% poor adherence; 1.4% high adherence; mean MMAS = 4.65). The level of social support was positively associated with medication adherence, and such association was fully mediated by two indirect pathways: through self-efficacy (β = 0.07, proportion mediated = 63.8%); and through mental distress and then self-efficacy (β = 0.01, proportion mediated = 6.7%). Conclusion Provision of social support and interventions on mental health with emphasis on improving self-efficacy for medication use may effectively improve medication adherence among MG patients.

Background and Aim: Breast cancer is the most common cancer among women, often leading to emotional challenges. This study aimed at investigating the mediating roles of resilience and self-efficacy in the relationship between perceived social support and psychological distress among breast cancer patients. Methods: This cross-sectional study was conducted on women with breast cancer admitted to Imam Khomeini and Imam Hossein Hospitals in Tehran, Iran, in 2023. A total of 250 patients were included using convenience sampling. Data were collected using the Depression, Anxiety, and Stress Scales (DASS) by Lovibond (1995), Resilience Scale (RISC) by Connor and Davidson (2003), General Self-Efficacy Scale (GSES) by Scherer et al. (1982), and Multidimensional Scale of Perceived Social Support (MSPSS) by Zimet et al. (1988). Results: Perceived social support had a direct and significant effect on resilience (β=0.34, P=0.001) and self-efficacy (β=0.19, P=0.019) in women with breast cancer. However, no significant direct relationship was found between perceived social support and psychological distress. Resilience (β=-0.46, P=0.001) and self-efficacy (β=0.33, P=0.001) directly influenced psychological distress, with both factors mediating the relationship between social support and distress. The final model demonstrated good fit indices (CFI=0.93, CMIN/DF=1.82, RMSEA=0.064, P

Background and aims: For women of reproductive age, postpartum weight retention can increase the risk of obesity and its associated health risks in women. Adequate health literacy can improve women’s self-efficacy regarding their ability to adhere to physical activity postpartum. The study aimed to determine the relationship between health literacy and physical self-efficacy in postpartum women referred to comprehensive health service centers in Bushehr city. Methods: This cross-sectional study (descriptive-analytical) was performed on 130 women with children under three months, referring to comprehensive health service centers in Bushehr city. Subjects were selected using a multi-stage cluster random sampling method of 10 comprehensive health service centers in Bushehr city. The required data were collected using the Maternal Health Literacy and Pregnancy Outcome Questionnaire (MHLAPQ) and the Physical Self-efficacy Questionnaire. Descriptive statistics, ANOVA, independent t-test, and Pearson correlation were applied to analyze the data using SPSS 20. The level of statistical significance was P value

Background and Objectives: Students can play an effective role in protecting the environment by changing environment-related beliefs and strengthening responsibility and self-efficacy. The use of behavior change models is a reasonable approach to identifying psychological factors effective on pro-environmental behavior (and is an undeniable necessity before designing cognitive-behavioral interventions. The current study aimed to determine the variables affecting pro-environmental behaviors in elementary school students in Qazvin City using the theory of planned behavior (TPB). Materials and Methods: Using a multi-stage sampling method, 184 fifth- and sixth-grade students of public elementary schools participated in a cross-sectional study in 2022-2023. The data collection tool was a self-report questionnaire including demographic information, a knowledge scale, and a 20-item questionnaire to assess pro-environmental behaviors and TPB-related subscales. The data were analyzed using LISREL 8.80 software and statistical tests, such as the Chi-square test, independent T-test, one-way ANOVA, Pearson correlation, and path analysis at a significant level of less than 0.05. Results: The status of some behaviors, such as warning about environmental issues, controlling the ambient temperature, using public transportation, and the pattern of watching TV programs were inappropriate. The strongest correlation coefficient was reported between knowledge and attitude (r=0.675, P

Abstract Background The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. Methods A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format. Results In this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005). Conclusions Both synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula.

Abstract Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein’s integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers’ perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity.

Abstract Background The transformation of a pharmacist’s role from that of a drug dispenser to an advisor and patient educator, partially accelerated by the COVID-19 pandemic, requires a thorough change in the pharmacy curriculum. Preparation for the provision of modern pharmaceutical services requires the use of the most advanced teaching methods, such as pharmaceutical simulation. Knowledge alone does not guarantee students’ readiness and motivation to take on new challenges in their professional work, but it seems crucial that graduates of medical faculties have the ability to practically apply their knowledge, including in new and nonstandard situations. Therefore, in our study, we proposed an intervention using a simulation method (peer role play) in teaching pharmaceutical care, and we assessed its impact on students’ levels of self-perceived confidence and self-efficacy in accordance with Bandura’s theory. The aim of the study was to verify whether the introduction of these types of classes could be a useful element of pharmacy curriculum renewal. Methods The questionnaire-based study was conducted during pharmaceutical care peer role-playing classes in a simulation environment with a debriefing session among 85 final-year pharmacy students at Poznan University of Medical Sciences, Poland. The questionnaire consisted of two surveys: the General Self-Efficacy Scale (GSE) and a pre-post self-assessment and self-efficacy questionnaire. Results There was a positive correlation between the GSE score and self-efficacy (R = 0.52, p

Abstract Previous research has found that parenting style influences academic resilience. Nonetheless, few studies have focused on the mechanism underlying the relationship between parenting style and academic resilience. This study aims to examine the relationship between adolescents' parenting style and academic resilience, drawing upon the framework of Social Cognitive Theory. Specifically, it wants to explore the mediating roles of self-efficacy and academic motivation in this relationship. The participants were 518 students chosen at random from educational institutions in the Chinese provinces of Zhejiang, Shanghai, and Jiangsu. Social Cognitive Theory was the theoretical foundation for the study, and the Parental Authority Questionnaire was used to measure parenting style. Out of the respondents, 55.5% were male and 45.5% female. The student allocation in the study sample was as follows: 62.34% undergraduate, 28.22% master’s, and 9.44% PhD. More than 60% of participants were over 25 years old. Moreover, the findings revealed that parenting style was directly and positively related to academic resilience. Parenting style was also found to be indirectly and positively related to academic resilience via self-efficacy and academic motivation, respectively, and sequentially. More crucially, it was discovered that the direct association was far lower than the indirect effects, with self-efficacy being the most effective. The study indicates a relationship between parenting style and academic resilience in adolescents, with self-efficacy and academic motivation acting as the main mediators. These findings emphasize the significance of these intermediary elements, implying that they play a larger role than the direct influence of parenting style alone.

Abstract This study aimed to explore the interplay between physical activity, self-efficacy, stress self-management and mental health among adolescents. The study gathered data from an online survey conducted among 400 Chinese middle school students (mean age = 13.74 years). The collected data were analyzed using SPSS 27.0 and PROCESS 4.1. The findings indicated a positive and significant relationship between physical activity, self-efficacy, stress self-management, and mental health. Notably, the association between physical activity and mental health was entirely mediated by self-efficacy and stress self-management. Moreover, self-efficacy and stress self-management exhibited a chain mediation effect on the relationship between physical activity and mental health. It is suggested that interventions focusing on physical activity should prioritize strategies for enhancing students’ self-efficacy and stress self-management skills as integral components of promoting adolescents’ mental health. Future research should delve into identifying specific types of physical activities that have a greater potential to enhance self-efficacy and stress self-management abilities.

Abstract This study aims to examine the mediating role of self-efficacy (SE) and self-control (SC) in the relationship between physical activity (PA) and aggressive behaviors (AB) among college students. It provides a basis for the prevention and control of AB among college students. This study employed a survey research methodology, including the PA Level Scale, the General Self-efficacy Scale, the Self-control Scale, and the Chinese Aggressive Behaviors Scale on 950 college students. The chain mediating effect test and Bootstrap analysis were applied. The results were as follows: (1) There was a main effect of PA on SE, SC, and AB as well as all sub-indicators (physical aggression, verbal aggression, anger, hostility, self-directed aggression), i.e., PA had a direct effect on the control of all three; (2) PA level was significantly negatively correlated with AB and significantly positively correlated with SE and SC. That is, the higher the level of PA, the better the SE and SC, and the lower the probability of AB; (3) The three pathways had mediating effects: PA → SE → AB, PA → SC → AB, PA → SE → SC → AB, with effect sizes of 8.78%, 28.63%, and 19.08%, respectively. It is concluded that regular PA is a potent method for decreasing aggressive behavior and psychological issues in university students while additionally promoting self-efficacy and self-control. Increasing the intensity of PA may enhance the effectiveness of these chain benefits.

Abstract Background Medical students experience emotional challenges during their undergraduate education, often related to work-based learning. Consequently, they may experience feelings of uncertainty and self-doubt, which can negatively affect their well-being. Therefore, it is crucial to support students’ development of their ability to manage distressful situations. Self-efficacy beliefs may be a central aspect of supporting them in this development, and have been shown to relate to resilient factors such as students’ motivation, learning, and well-being. Methods We constructed a scale to measure medical students’ physician self-efficacy to manage emotional challenges during work-based learning, the PSMEC scale. The aim of the present study was to evaluate some of the psychometric properties of the PSMEC scale. The scale consists of 17 items covering five subscales: (1) medical knowledge and competence, (2) communication with difficult patients and delivering bad news, (3) being questioned and challenged, (4) educative competence in patient encounters, and (5) ability to establish and maintain relationships with healthcare professionals. Data were collected from 655 medical students from all seven medical schools in Sweden. To investigate the scale’s dimensionality and measurement invariance with regard to gender and time in education, single and multiple group confirmatory factor models were estimated using techniques suitable for ordered categorical data. Measures of Cronbach’s alpha were calculated to evaluate internal consistency. Results The scale showed good internal consistency on both the global dimension and the five subdimensions of self-efficacy. In addition, the scale was shown to be measurement invariant across genders and times in education, indicating that the scale means of male and female medical students and the scale means of students at the middle and end of their education can be compared. Conclusions The physician self-efficacy to manage emotional challenges scale demonstrated satisfactory psychometric properties, with regards to dimensionality, internal consistency, and measurement invariance relating to gender and time in education, and this study supports the usefulness of this scale when measuring self-efficacy in relation to emotional challenges.

Abstract Background Cardiopulmonary resuscitation (CPR) is one of the most fundamental skills a nursing student should be trained in. Gamification in education involves using game elements to increase motivation, engagement, and personalization of the learning process. The gamification method creates competition among students using various methods, comparing to the role-playing method which is a teaching method that allows individuals to actively engage in simulated scenarios. Therefore, this research aimed to compare the effect of CPR education using gamification and role-playing on the self-efficacy of nursing students. Methods This research was a quasi-experimental intervention type with three groups. A total of 154 nursing students participated in this study and were divided into intervention with role-playing (n = 53), gamification (n = 60) and conventional (lecture) (n = 41) groups. In the conventional method, CPR skills were taught to students using practical exercises. In the role-playing method, after training with moulages, a scenario was presented, and students were assigned roles. In the gamification method, after training with moulages, a scenario was presented, and after that, Kahoot software was used to create a sense of competition and excitement in the game. Self-efficacy scores were measured before and after interventions. Self-efficacy in CPR, knowledge, and skills of nursing students in CPR were assessed in each of the three groups using The Basic Resuscitation Skills Self- Efficacy Scale. Results In the present study, 154 nursing students, including 92 females and 62 males, participated. There was a statistically significant difference in the mean self-efficacy scores before and after training in both the gamification and role-playing groups (P