Submitted Successfully!
To reward your contribution, here is a gift for you: A free trial for our video production service.
Thank you for your contribution! You can also upload a video entry or images related to this topic.
Version Summary Created by Modification Content Size Created at Operation
1
Wilter C. Morales García
 -- 1132 2023-08-24 06:49:33 |
2 layout
Camila Xu
 Meta information modification 1132 2023-08-24 07:09:21 |

Video Upload Options

Do you have a full video?
Send video materials Upload full video

Confirm

Are you sure to Delete?
Yes No
Cite
If you have any further questions, please contact Encyclopedia Editorial Office.
Huamán-Tapia, E.; Almanza-Cabe, R.B.; Sairitupa-Sanchez, L.Z.; Morales-García, S.B.; Rivera-Lozada, O.; Flores-Paredes, A.; Morales-García, W.C. Critical Thinking, Generalized Anxiety in Satisfaction with Studies. Encyclopedia. Available online: https://encyclopedia.pub/entry/48405 (accessed on 19 May 2024).
Huamán-Tapia E, Almanza-Cabe RB, Sairitupa-Sanchez LZ, Morales-García SB, Rivera-Lozada O, Flores-Paredes A, et al. Critical Thinking, Generalized Anxiety in Satisfaction with Studies. Encyclopedia. Available at: https://encyclopedia.pub/entry/48405. Accessed May 19, 2024.
Huamán-Tapia, Elbert, Robinson B. Almanza-Cabe, Liset Z. Sairitupa-Sanchez, Sandra B. Morales-García, Oriana Rivera-Lozada, Alcides Flores-Paredes, Wilter C. Morales-García. "Critical Thinking, Generalized Anxiety in Satisfaction with Studies" Encyclopedia, https://encyclopedia.pub/entry/48405 (accessed May 19, 2024).
Huamán-Tapia, E., Almanza-Cabe, R.B., Sairitupa-Sanchez, L.Z., Morales-García, S.B., Rivera-Lozada, O., Flores-Paredes, A., & Morales-García, W.C. (2023, August 24). Critical Thinking, Generalized Anxiety in Satisfaction with Studies. In Encyclopedia. https://encyclopedia.pub/entry/48405
Huamán-Tapia, Elbert, et al. "Critical Thinking, Generalized Anxiety in Satisfaction with Studies." Encyclopedia. Web. 24 August, 2023.
Critical Thinking, Generalized Anxiety in Satisfaction with Studies
Edit
This entry is adapted from the peer-reviewed paper 10.3390/bs13080665

Critical thinking, characterized as a reflective and reasonable process that focuses on making decisions based on rigorous evaluation of evidence, provides the necessary tools to address and resolve professional dilemmas, enhancing the ability to manage and tolerate medical uncertainty.

critical thinking anxiety satisfaction academic self-efficacy

1. Introduction

Medical education is a challenging and rigorous field that requires the acquisition of advanced cognitive skills, such as critical thinking to ensure the preparation of competent and capable healthcare professionals. Critical thinking, characterized as a reflective and reasonable process that focuses on making decisions based on rigorous evaluation of evidence [1], provides the necessary tools to address and resolve professional dilemmas, enhancing the ability to manage and tolerate medical uncertainty [2][3]. It not only improves intuitive reasoning and experiential knowledge accumulation but also emerges as an essential competency in the academic domain for making decisions in complex situations, translating into benefits in various aspects of students’ lives and future careers [4][5][6].
However, medical students have higher rates of anxiety compared to the general population and their peers due to the academic and emotional demands of medical programs [7][8]. This chronic disorder, characterized by heightened sensitivity to stress and excessive and persistent worry [9][10], may be associated with poor academic performance and have a negative impact on students’ well-being and mental health [11][12]. In this regard, high levels of anxiety have a negative relationship with academic performance, as students react to low grades with feelings of failure and low self-esteem in environments with greater academic demands [13].
Furthermore, the well-being of medical students is affected by medical training, and their quality of life decreases during education [14]. Satisfaction with studies has been shown to be a crucial factor in academic success [15], and it can be influenced by both the ability to think critically and levels of generalized anxiety [16][17]. Within this framework, academic self-efficacy can play an essential, mediating role in the relationship between critical thinking, generalized anxiety, and satisfaction with studies. Academic self-efficacy has been linked to better academic performance, higher self-efficacy, and satisfaction with studies in university students [15][18][19][20][21].

2. Critical Thinking

Critical thinking is a metacognitive process that encompasses a variety of underlying skills and is essential in both educational and social contexts. It is considered a key skill for informed decision-making, problem-solving, and forming logical conclusions [1][2]. It allows for the development of a particularly critical ability in disciplines such as medicine, where professionals often need to evaluate and synthesize complex data to gain a deeper understanding of information [3][4]. Problem-based learning in medical education has been identified as an effective strategy for fostering the development of critical thinking and transferable skills [3]. This pedagogical approach motivates students to construct their own knowledge and take responsibility for their learning through an active and self-directed focus [4]. Furthermore, various factors, such as the learning environment and teacher support, can influence the development of critical thinking [5]. Thus, active participation and collaboration in the classroom fosters knowledge construction and critical reflection, promoting high-level cognitive skills such as analysis, synthesis, and evaluation, as well as argumentation and the use of evidence to justify hypotheses [6]. Moreover, there is a clear and consistent relationship between achievement goals, self-efficacy, study strategies, and critical thinking in medical students, where mastery goals and a deep approach to information processing are positively related to critical thinking and academic performance [7].

3. Generalized Anxiety

Anxiety is a mental health disorder characterized by fear, excessive worry, and a constant feeling of being overwhelmed, affecting people’s daily lives [22]. Medical students may experience persistent worries about their academic performance, which can contribute to the onset of generalized anxiety and other psychological morbidities [23]. Generalized anxiety has a high prevalence among medical students, with studies reporting prevalence rates ranging from 7.7% to 65.5%, indicating that these students are at a higher risk of experiencing anxiety compared to their non-medical peers [24]. Thus, anxiety can be related to various stressors, a lack of balance, relationship difficulties, uncertainty about the future, and financial burdens [25][26]. In addition, generalized anxiety can have negative effects on academic performance and satisfaction with studies as it increases sensory perception processing, affects the balance between stimulus-driven and goal-directed behaviors, impairs inhibitory control, affects short and long-term memory, and can influence executive processes and decision-making [27]. In addition, generalized anxiety can negatively affect the emotional and physical well-being of medical students, increasing levels of depression and leading to a decrease in quality of life, as well as a higher prevalence of emotional exhaustion [28].

4. Satisfaction with Studies

Satisfaction with studies is a critical measure that refers to the subjective evaluation students make regarding the quality of the educational services they receive and to what extent these meet or exceed their expectations [8]. This indicator, essential for the success of educational institutions, can reflect both the quality of the curriculum and faculty, as well as the effectiveness of student support policies. Thus, it is crucial not only for higher education institutions but also for individual students, as their level of satisfaction can directly impact their engagement, performance, and retention [9]. Satisfaction with studies can also be influenced by factors such as academic difficulties, social adjustment, external commitments, and a sense of belonging [10].
In medical education, satisfaction with studies is a relevant factor due to the high prevalence of mental health problems among students. Distress, academic stress, ongoing difficulties balancing academic and personal responsibilities, and a lack of time for recreational and leisure activities can affect students’ quality of life and satisfaction with their studies [11][12]. In this regard, the relationship between these factors and academic performance can be complex and closely interconnected. Understanding these factors can be crucial to ensuring student engagement and success [11]. Understanding these connections can lead to the creation of more effective interventions that address the challenges faced by medical students and promote their overall well-being [13][14].

5. Academic Self-Efficacy

Academic self-efficacy refers to the beliefs one holds about their ability to organize and execute the actions necessary in handling academic situations. These beliefs influence the choices, effort, perseverance, and resilience of individuals in relation to academic tasks [29]. Self-efficacy and critical thinking are positively related, as students possessing well-developed critical thinking skills tend to present higher academic self-efficacy [19]. Additionally, it has been inferred that academic self-efficacy can act as a mediator between critical thinking and study satisfaction in university students [30][31]. However, more research is needed to specifically explore this mechanism in the population of medical students. In addition, generalized anxiety can negatively affect academic self-efficacy, as self-efficacy beliefs determine how people feel, think, are motivated, and behave, and anxiety can generate doubts about one’s capabilities and limit participation in challenging academic tasks [32]. Academic self-efficacy may play a mediating role in the relationship between generalized anxiety and satisfaction with studies [33]. Nevertheless, more research is needed to specifically examine this mechanism in the population of medical students and how it could be applied in interventions to improve satisfaction with studies in this population.

References

  1. Hitchcock, D. Critical Thinking as an Educational Ideal. In Argumentation Library; Springer: Berlin/Heidelberg, Germany, 2017; Volume 30.
  2. Ho, Y.R.; Chen, B.Y.; Li, C.M. Thinking More Wisely: Using the Socratic Method to Develop Critical Thinking Skills amongst Healthcare Students. BMC Med. Educ. 2023, 23, 173.
  3. Frenk, J.; Chen, L.C.; Chandran, L.; Groff, E.O.H.; King, R.; Meleis, A.; Fineberg, H.V. Challenges and Opportunities for Educating Health Professionals after the COVID-19 Pandemic. Lancet 2022, 400, 1539–1556.
  4. Monteiro, S.; Sherbino, J.; Sibbald, M.; Norman, G. Critical Thinking, Biases and Dual Processing: The Enduring Myth of Generalisable Skills. Med. Educ. 2020, 54, 66–73.
  5. Farooq, S.; Syed, L.; Yaseen, A.; Umar, S.; Shakanti, Y.; Raja, H. Medical Students’ Perspective on “Barriers of Critical Thinking in Medical Students’ Curriculum from the Viewpoint of Medical Education Experts: A Qualitative Study”. J. Adv. Med. Educ. Prof. 2021, 9, 247.
  6. Scott, I.A.; Hubbard, R.E.; Crock, C.; Campbell, T.; Perera, M. Developing Critical Thinking Skills for Delivering Optimal Care. Intern. Med. J. 2021, 51, 488–493.
  7. Lasheras, I.; Gracia-García, P.; Lipnicki, D.M.; Bueno-Notivol, J.; López-Antón, R.; de la Cámara, C.; Lobo, A.; Santabárbara, J. Prevalence of Anxiety in Medical Students during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis. Int. J. Environ. Res. Public Health 2020, 17, 6603.
  8. Ragab, E.A.; Dafallah, M.A.; Salih, M.H.; Osman, W.N.; Osman, M.; Miskeen, E.; Taha, M.H.; Ramadan, A.; Ahmed, M.; Abdalla, M.E.; et al. Stress and Its Correlates among Medical Students in Six Medical Colleges: An Attempt to Understand the Current Situation. Middle East Curr. Psychiatry 2021, 28, 75.
  9. Shearer, S.L. Recent Advances in the Understanding and Treatment of Anxiety Disorders. Prim. Care–Clin. Off. Pract. 2007, 34, 475–504.
  10. Sarason, I.G. Cognitive Processes, Anxiety and the Treatment of Anxiety Disorders. In Anxiety and the Anxiety Disorders; Routledge: Oxford, UK, 2019.
  11. Jamil, H.; Alakkari, M.; Al-Mahini, M.S.; Alsayid, M.; Al Jandali, O. The Impact of Anxiety and Depression on Academic Performance: A Cross-Sectional Study among Medical Students in Syria. Avicenna J. Med. 2022, 12, 111–119.
  12. Ladejo, J. A Thematic Analysis of the Reported Effect Anxiety Has on University Students. Educ. Urban Soc. 2021, 55, 001312452110625.
  13. Awadalla, S.; Davies, E.B.; Glazebrook, C. A Longitudinal Cohort Study to Explore the Relationship between Depression, Anxiety and Academic Performance among Emirati University Students. BMC Psychiatry 2020, 20, 448.
  14. Milić, J.; Škrlec, I.; Milić Vranješ, I.; Podgornjak, M.; Heffer, M. High Levels of Depression and Anxiety among Croatian Medical and Nursing Students and the Correlation between Subjective Happiness and Personality Traits. Int. Rev. Psychiatry 2019, 31, 653–660.
  15. van der Zanden, P.J.A.C.; Denessen, E.; Cillessen, A.H.N.; Meijer, P.C. Domains and Predictors of First-Year Student Success: A Systematic Review. Educ. Res. Rev. 2018, 23, 57–77.
  16. Guerrero, J.G.; Ali, S.A.A.; Attallah, D.M. The Acquired Critical Thinking Skills, Satisfaction, and Self Confidence of Nursing Students and Staff Nurses through High-Fidelity Simulation Experience. Clin. Simul. Nurs. 2022, 64, 24–30.
  17. Vnenchak, K.; Sperling, M.L.; Kelley, K.; Petersen, B.; Silverstein, W.; Petzoldt, O.; Cooper, L.; Kowalski, M.O. Dedicated Education Unit Improving Critical Thinking and Anxiety: A Longitudinal Study. J. Nurses Prof. Dev. 2019, 35, 317–323.
  18. Yang, G.; Sun, W.; Jiang, R. Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context. Front. Psychol. 2022, 13, 829193.
  19. Liu, C.; Tang, M.; Wang, M.; Chen, L.; Sun, X. Critical Thinking Disposition and Academic Achievement among Chinese High School Students: A Moderated Mediation Model. Psychol. Sch. 2023, 60, 3103–3113.
  20. Usán Supervía, P.; Quílez Robres, A. Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students. Int. J. Environ. Res. Public Health 2021, 18, 5715.
  21. Fong, C.J.; Kim, Y.; Davis, C.W.; Hoang, T.; Kim, Y.W. A Meta-Analysis on Critical Thinking and Community College Student Achievement. Think. Ski. Creat. 2017, 26, 71–83.
  22. Munir, S.; Takov, V. Generalized Anxiety Disorder; StatPearls: Tampa, FL, USA, 2022.
  23. Fawzy, M.; Hamed, S.A. Prevalence of Psychological Stress, Depression and Anxiety among Medical Students in Egypt. Psychiatry Res. 2017, 255, 186–194.
  24. Hope, V.; Henderson, M. Medical Student Depression, Anxiety and Distress Outside North America: A Systematic Review. Med. Educ. 2014, 48, 963–979.
  25. Halperin, S.J.; Henderson, M.N.; Prenner, S.; Grauer, J.N. Prevalence of Anxiety and Depression Among Medical Students During the COVID-19 Pandemic: A Cross-Sectional Study. J. Med. Educ. Curric. Dev. 2021, 8, 2382120521991150.
  26. Hill, M.R.; Goicochea, S.; Merlo, L.J. In Their Own Words: Stressors Facing Medical Students in the Millennial Generation. Med. Educ. Online 2018, 23, 1530558.
  27. Robinson, O.J.; Vytal, K.; Cornwell, B.R.; Grillon, C. The Impact of Anxiety upon Cognition: Perspectives from Human Threat of Shock Studies. Front. Hum. Neurosci. 2013, 7, 203.
  28. Johnson, A.K.; Blackstone, S.R.; Skelly, A.; Simmons, W. The Relationship Between Depression, Anxiety, and Burnout Among Physician Assistant Students: A Multi-Institutional Study. Health Prof. Educ. 2020, 6, 420–427.
  29. Pajares, F. Self-Efficacy Beliefs in Academic Settings. Rev. Educ. Res. 1996, 66, 543–578.
  30. Choi, N. Self-Efficacy and Self-Concept as Predictors of College Students’ Academic Performance. Psychol. Sch. 2005, 42, 197–205.
  31. Phan, H.P. Students’ Academic Performance and Various Cognitive Processes of Learning: An Integrative Framework and Empirical Analysis. Educ. Psychol. 2010, 30, 297–322.
  32. Tahmassian, K.; Moghadam, N.J. Relationship between Self-Efficacy and Symptoms of Anxiety, Depression, Worry and Social Avoidance in a Normal Sample of Students. Iran. J. Psychiatry Behav. Sci. 2011, 5, 91.
  33. Liu, C.; Wang, L.; Qi, R.; Wang, W.; Jia, S.; Shang, D.; Shao, Y.; Yu, M.; Zhu, X.; Yan, S.; et al. Prevalence and Associated Factors of Depression and Anxiety among Doctoral Students: The Mediating Effect of Mentoring Relationships on the Association between Research Self-Efficacy. Psychol. Res. Behav. Manag. 2019, 12, 195–208.
More
© Text is available under the terms and conditions of the Creative Commons Attribution (CC BY) license; additional terms may apply. By using this site, you agree to the Terms and Conditions and Privacy Policy.
Upload a video for this entry
Information
Subjects: Behavioral Sciences
Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :
Elbert Huamán-Tapia
,
Robinson B. Almanza-Cabe
,
Liset Z. Sairitupa-Sanchez
,
Sandra B. Morales-García
,
Oriana Rivera-Lozada
,
Alcides Flores-Paredes
,
Wilter C. Morales-García
View Times: 179
Revisions: 2 times (View History)
Update Date: 24 Aug 2023
Table of Contents
    1000/1000
    Hot Most Recent
    Feedback