Investigating the relationship between self-efficacy and the educational environment of dental students.

Objective: The aim of this study was to investigate dental students' self-efficacy regarding the educational environment. Self-efficacy is described as a psychological construct in social learning theory (Cheng. ۲۰۲۰). This idea was described by Albert Bandura as an individual’s confidence in performing the behaviors necessary to achieve sustainable outcomes. Four sources of self-efficacy are proposed by Bandura’s theory: verbal persuasion, mastery experiences, vicarious experiences, and physical sensations (Qian et al.۲۰۱۲). In other words, self-efficacy is the confidence that an individual has in performing an exceptional task and the courage to take action (Poureslami et al. ۲۰۱۷), both of which are essential for practicing dentistry. Contact between instructors and students leads to learning. This is related to how learners’ knowledge, abilities, and attitudes evolve behaviorally over time. The educational environment and other factors make learning more effective (Riquelme A, Oporto M, Oporto J, Mendez J, Viviani P, Salech F, et al. ۲۰۰۹). The intended curriculum is reflected in the learning environment (Soemantri D, Herrera C, Riquelme A. ۲۰۱۰).A total of ۱۸۰ clinical dental students (or ۶۱% of the ۲۹۵ who wanted to participate in the study) agreed to participate and complete the questionnaire. Participants were tested on the General Perceived Self-Efficacy (GSE) scale.The data collection tool consisted of a general information questionnaire that included background characteristics (gender, marital status (single or married), place of residence (with family, dormitory, private home), and self-reported socioeconomic status (good, average, poor).The results of the adjusted analysis were: According to linear regression analysis, of all demographic and educational characteristics, only GPA and admission quota predicted self-efficacy. For each unit increase in GPA and each admission quota, the mean self-efficacy score decreased by ۰.۷۳۱ units and ۰.۵۵۷ units, respectively. Among all demographic and educational variables, linear regression analysis showed that only gender (Beta=-۴.۸۶, p=۰.۰۶۷) and year of education (Beta=-۰.۱۷۵۴, p=۰.۰۵۱) predicted the total educational environment score. Bivariate analysis showed no significant differences in mean scores for most educational environment domains based on background and education variables, with the exception of PoL, where males (p=۰.۰۴) and married individuals (p=۰.۰۳۱) had higher mean scores.

کلیدواژه ها:

Educational environment ، dental student ، self-efficacy ، dentistry