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Academic procrastination and self-efficacy among a group of dental undergraduate students in Malaysia

机译:在马来西亚一群牙科本科生中的学术拖延和自我效能

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BACKGROUND: Undergraduate dental students have to do multiple tasks as part of their extensive curriculum in order to achieve the proficiencies expected of them. During the course of their study, a tendency to procrastinate and question their self-efficacy is detrimental for the students. The aim of this study was to evaluate the level of procrastination and self-efficacy and its related factors among dental undergraduate students. SUBJECTS AND METHODS: This cross-sectional study was conducted among all ( n = 361) consented dental undergraduate students of our dental school. A twenty-item Lay's Procrastination Scale for student population and a ten-item General Self-Efficacy Scale were used for the study after getting institutional ethical approval. The quantitative data were explained using descriptive statistics. Independent sample t -test and ANOVA were used to determine the association between self-efficacy, academic procrastination, and genders and academic years. Pearson correlation coefficient was used to determine the association between self-efficacy and procrastination. Multiple linear regression analysis was performed to determine the related factors to academic procrastination. RESULTS: High procrastination (score ≥62) was seen among 28.5% of students. The mean self-efficacy score was 29.5. There was no significant difference between genders for procrastination scores ( P = 0.835) and between academic years ( P = 0.226). Males showed significantly more self-efficacy ( P 0.001), and self-efficacy did not show any significant difference ( P = 0.204) between academic years though a tendency for year 5 students to have lower self-efficacy scores was observed. Academic procrastination was negatively correlated with self-efficacy ( r = ?0.238 and P 0.001). CONCLUSIONS: For dental undergraduates who have cognitive load as well as work associated with patients, procrastination and self-efficacy are negatively correlated.
机译:背景:本科牙科学生必须做多个任务作为其广泛课程的一部分,以实现预期的员工。在他们的研究过程中,拖延和质疑自己的自我效能的倾向对学生来说是有害的。本研究的目的是评估牙科本科生之间的拖延和自我效力及其相关因素的水平。主题和方法:在我们牙科学校的所有同意的牙科本科生中进行了这种横断面研究。在制度道德批准后,将用于学生人口的二十件奠定了学生人口的拖延规模和十项普遍的​​自我效能度规模。使用描述性统计解释定量数据。独立的样本T -Test和Anova用于确定自我效能,学术拖延和家庭年度和学年之间的关联。 Pearson相关系数用于确定自我效能和拖延之间的关联。进行多元线性回归分析以确定学术拖延的相关因素。结果:28.5%的学生中观察到高拖延(得分≥62)。平均自我效能度得分为29.5。拖延分数的性别之间没有显着差异(P = 0.835),学年之间(P = 0.226)。雄性显着显着自我效能(P <0.001),并且自我效能感没有出现学术年间的任何显着差异(P = 0.204),虽然在5年级学生观察到较低的自我效能评分。学术促导与自我效能负相关(R = 0.238和P <0.001)。结论:对于具有认知负荷以及与患者相关的工作的牙科大学生,拖延和自我效能呈负相关。

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