The Influence of Academic Resilience and Academic Self-Efficacy Upon Academic Achievement in Medical Laboratory Science Education.
As medical laboratory science (MLS) programs continue to expand online course offerings, it is necessary to monitor whether online MLS education prepares students as well as traditional methods. High academic achievement is associated with high academic resilience and self-efficacy scores, particula...
| Publicado en: | Clinical Laboratory Science Vol. 37; no. 2; pp. 50 - 56 |
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| Autor principal: | |
| Formato: | tables/charts Journal Article |
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American Society for Clinical Laboratory Science
Spring2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190973781&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190973781 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0894959X IKL jtl: Clinical Laboratory Science issn: 0894959X maglogo: N pubinfo: dt: Spring2024 vid: 37 iid: 2 pid: 13703 pub: American Society for Clinical Laboratory Science place: Dundee, Michigan artinfo: ui: 190973781 190973781 190973781 190973781 ppf: 50 ppct: 6 formats: fmt: @attributes: type: P tig: atl: The Influence of Academic Resilience and Academic Self-Efficacy Upon Academic Achievement in Medical Laboratory Science Education. aug: au: RHEES, JUSTIN R. affil: Weber State University sug: subj: Academic Achievement Medical Laboratory Science Education, Allied Health Hardiness Self-Efficacy Online Education Learning Environment Educational Measurement Students, Allied Health Age Factors Sex Factors Accreditation Academic Performance Motivation ab: As medical laboratory science (MLS) programs continue to expand online course offerings, it is necessary to monitor whether online MLS education prepares students as well as traditional methods. High academic achievement is associated with high academic resilience and self-efficacy scores, particularly in the online environment, yet the moderating effects of these in MLS students were previously unknown. The purpose of this study was to examine whether differences exist between academic achievement in online and campus MLS students and to determine the extent age, gender, grade point average (GPA), and academic resilience and self-efficacy scores can predict the learning environment. Survey respondents (n = 173) were enrolled in nationally accredited online and campus MLS programs. While campus students demonstrated a slightly higher mean GPA in the Mann--Whitney U test (P < .05), this difference was not confirmed by logistic regression analysis, in which age and gender were the only significant predictors of learning environment. High academic resilience and academic self-efficacy scores were significantly (P < .05) associated with higher GPA in a correlation analysis. Because no significant differences were observed in academic achievement between groups, the results of this study indicate the online and traditional environments may be equally effective in MLS education. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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