Logo-rdme
Res Dev Med Educ. 2024;13: 12.
doi: 10.34172/rdme.33216
  Abstract View: 141
  PDF Download: 113

Original Research

A structural model of academic performance based on the meaning of education and academic optimism for students of medical sciences: The mediating role of stress

Neda Mahdieh 1 ORCID logo, Farzaneh Hooman 2* ORCID logo, Parviz Asgari 1 ORCID logo

1 Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran
*Corresponding Author: Farzaneh Hooman, Email: n.psyhoman@gmail.com

Abstract

Background: Academic performance is a major concern of the education system and indicates its success in goal-setting and meeting individual needs. The present study aimed to investigate the mediating role of stress in the relationship between the meaning of education and academic optimism with academic performance in students of medical sciences.

Methods: This was a descriptive correlational study. The statistical population comprised all students of medical sciences at Ahvaz Jundishapur University of Medical Sciences, Iran (2022-2023). The study sample consisted of 301 students who were selected using convenience sampling and the Meaning of Education Questionnaire, the Academic Optimism Questionnaire, and the Perceived Stress Scale were administered. The students’ last-semester grade point average (GPA) was used as an indicator of their academic performance. The proposed model was evaluated via structural equation modeling (SEM), and the bootstrap test was used to study the indirect relationships.

Results: The results revealed significant positive associations between the meaning of education and academic performance (β=0.19, P=0.003) and between academic optimism and academic performance (β=0.18, P=0.007) among medical students. Additionally, the meaning of education had a direct negative effect on stress (β=-0.36, P=0.001), while academic optimism also exhibited a direct negative effect on stress (β=-0.43, P=0.001). Furthermore, stress had a significant negative impact on academic performance (β=-0.18, P=0.027). The associations between the indirect paths and academic performance were also significant with the mediating role of stress (P<0.05).

Conclusion: Accordingly, the proposed model has a good fit and can be useful in identifying the factors affecting academic performance and stress in the students of medical sciences and in developing and designing programs to prevent academic underachievement and improve academic performance in the target group.

First Name
 
Last Name
 
Email Address
 
Comments
 
Security code


Abstract View: 142

Your browser does not support the canvas element.


PDF Download: 113

Your browser does not support the canvas element.

Submitted: 17 Apr 2024
Accepted: 14 Jun 2024
ePublished: 07 Sep 2024
EndNote EndNote

(Enw Format - Win & Mac)

BibTeX BibTeX

(Bib Format - Win & Mac)

Bookends Bookends

(Ris Format - Mac only)

EasyBib EasyBib

(Ris Format - Win & Mac)

Medlars Medlars

(Txt Format - Win & Mac)

Mendeley Web Mendeley Web
Mendeley Mendeley

(Ris Format - Win & Mac)

Papers Papers

(Ris Format - Win & Mac)

ProCite ProCite

(Ris Format - Win & Mac)

Reference Manager Reference Manager

(Ris Format - Win only)

Refworks Refworks

(Refworks Format - Win & Mac)

Zotero Zotero

(Ris Format - Firefox Plugin)