IADR Abstract Archives
The Role of Educational Atmosphere on Self-perceived-efficacy Among Dental Students
Objectives: The aim of the present study was to assess educational atmosphere according to background determinants and educational information, in clinical dental students, Tehran University of Medical Sciences (TUMS).
Methods: Present study was a descriptive study, in 2018. The sample size covered all clinical dental students in the third year or higher. A questionnaire was used for data gathering from the students which include demographic questions such as: gender, marital status, place of residence, parental education, self-reported economic status; in addition to educational information (year of study, acceptance quotas, total average grade and the last semester grade, working experience out of dental school, self-perceived efficacy). SPSS software (version 20) served for data analysis. In statistical analysis T-test and ANOVA were used to investigate the relationships between educational atmosphere, and background determinants and educational information.
Results: About half of the dental students were female (52.6%), the majority (87.4%) were single and 50% were residents in dormitories. Half (53.2%) of the students had a moderate self-perceived efficacy and 42.1% had a good one.
Mean score (SD) for total educational atmosphere was 158.1 (±15.5), and that for students’ Perception of Learning was 57.9 (SD=6.2), and 35.5 (±4.4) for students’ Perception of Teaching domain, 26.1 (±3.9) for students’ Academic Self-Perception, 38.7 (±5.2) for students’ Perception of Atmosphere, and was 22.8 (±2.9) for students’ Social Self-Perception domain.
Out of all background determinants and educational information, self-perceived efficacy had significant relationships with students’ Academic Self-Perception (p-value=0.006), students’ Perception of Atmosphere (p-value=0.013), and students’ Social Self-Perception (p-value=0.017) domains.
Conclusions: An improved educational atmosphere may conclude to a better self-perceived efficacy in dental students.
Methods: Present study was a descriptive study, in 2018. The sample size covered all clinical dental students in the third year or higher. A questionnaire was used for data gathering from the students which include demographic questions such as: gender, marital status, place of residence, parental education, self-reported economic status; in addition to educational information (year of study, acceptance quotas, total average grade and the last semester grade, working experience out of dental school, self-perceived efficacy). SPSS software (version 20) served for data analysis. In statistical analysis T-test and ANOVA were used to investigate the relationships between educational atmosphere, and background determinants and educational information.
Results: About half of the dental students were female (52.6%), the majority (87.4%) were single and 50% were residents in dormitories. Half (53.2%) of the students had a moderate self-perceived efficacy and 42.1% had a good one.
Mean score (SD) for total educational atmosphere was 158.1 (±15.5), and that for students’ Perception of Learning was 57.9 (SD=6.2), and 35.5 (±4.4) for students’ Perception of Teaching domain, 26.1 (±3.9) for students’ Academic Self-Perception, 38.7 (±5.2) for students’ Perception of Atmosphere, and was 22.8 (±2.9) for students’ Social Self-Perception domain.
Out of all background determinants and educational information, self-perceived efficacy had significant relationships with students’ Academic Self-Perception (p-value=0.006), students’ Perception of Atmosphere (p-value=0.013), and students’ Social Self-Perception (p-value=0.017) domains.
Conclusions: An improved educational atmosphere may conclude to a better self-perceived efficacy in dental students.