Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic
The evaluation of the academic self-concept (ASC) allows knowing the student's beliefs regarding the perceived performance and influences their abilities to achieve goals. The objective was to analyze the ASC of 4th-year students of the Escuela de Fonoaudiología (EsFo), Universidad Nacional de...
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| Formato: | Artículo revista |
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Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/med/article/view/39059 |
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I10-R327-article-39059 |
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ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-327 |
| container_title_str |
Revista de la Facultad de Ciencias Médicas de Córdoba |
| format |
Artículo revista |
| topic |
academic performance self-efficacy university students rendimiento académico autoeficacia estudiantes |
| spellingShingle |
academic performance self-efficacy university students rendimiento académico autoeficacia estudiantes Romero, L Yordan, M Rivadero, L Valdez, V Elizagaray , L Maggi, AL Berra, S Hinalaf, MA Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| topic_facet |
academic performance self-efficacy university students rendimiento académico autoeficacia estudiantes |
| author |
Romero, L Yordan, M Rivadero, L Valdez, V Elizagaray , L Maggi, AL Berra, S Hinalaf, MA |
| author_facet |
Romero, L Yordan, M Rivadero, L Valdez, V Elizagaray , L Maggi, AL Berra, S Hinalaf, MA |
| author_sort |
Romero, L |
| title |
Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| title_short |
Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| title_full |
Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| title_fullStr |
Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| title_full_unstemmed |
Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic |
| title_sort |
academic self-concept of 4th-year speech therapy students during the covid-19 pandemic |
| description |
The evaluation of the academic self-concept (ASC) allows knowing the student's beliefs regarding the perceived performance and influences their abilities to achieve goals. The objective was to analyze the ASC of 4th-year students of the Escuela de Fonoaudiología (EsFo), Universidad Nacional de Córdoba.
The study was simple descriptive and cross-sectional. 4th-year EsFo students were evaluated during April 2021. The Academic Self-Concept Scale (ASCS), developed in Argentina, was applied. The ASCS assesses self-efficacy (SE) and academic performance (AP). Each dimension contains 7 items with five-point Likert response scales, from "strongly disagree" (SD) to "strongly agree" (SA), with direct scores 1 to 5 and reverse scores 5 to 1 (SA to SD, respectively). The SE and AP scales compute a maximum of 35 points and the ASCS, 70. The questionnaire was administered by Limesurvey, the participation was voluntary and anonymous.
71 students participated, of whom 94.37% were women. The age mode was 21 years (22.5%). The average response of SE was 4.30 (minimum 2.14, maximum 5 points) and AP was 3.81 (minimum 1.29, maximum 5 points). In both dimensions, the 25th, 55th, and 75th percentile groups, the response scores leaned towards maximum values (4 and 5), showing a high perception of SE and AP. The average of all the answers of SE was 30.08 (SD ±3.33) and AP was 26.66 points (SD ±4.99). Regarding the ASCS, the average was 56.75 (SD ±7.42). The scores were homogeneous with a coefficient of variation <30%.
The interpretation of the results suggests that students perceive that they do not have learning difficulties (AP) and trust their abilities (SE). The evaluation of the ASC is relevant for the implementation of academic strategies. Future work will make it possible to compare these data with a post-pandemic cohort. In recent years, social and academic interactions have changed, so it is interesting to study whether there are changes in self-perception of their academic performance. |
| publisher |
Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/med/article/view/39059 |
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2024-09-03T21:04:06Z |
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2024-09-03T21:04:06Z |
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I10-R327-article-390592024-04-15T16:14:45Z Academic self-concept of 4th-year speech therapy students during the Covid-19 pandemic Autoconcepto académico de estudiantes de 4° año de Fonoaudiología durante la pandemia por Covid-19 Romero, L Yordan, M Rivadero, L Valdez, V Elizagaray , L Maggi, AL Berra, S Hinalaf, MA academic performance self-efficacy university students rendimiento académico autoeficacia estudiantes The evaluation of the academic self-concept (ASC) allows knowing the student's beliefs regarding the perceived performance and influences their abilities to achieve goals. The objective was to analyze the ASC of 4th-year students of the Escuela de Fonoaudiología (EsFo), Universidad Nacional de Córdoba. The study was simple descriptive and cross-sectional. 4th-year EsFo students were evaluated during April 2021. The Academic Self-Concept Scale (ASCS), developed in Argentina, was applied. The ASCS assesses self-efficacy (SE) and academic performance (AP). Each dimension contains 7 items with five-point Likert response scales, from "strongly disagree" (SD) to "strongly agree" (SA), with direct scores 1 to 5 and reverse scores 5 to 1 (SA to SD, respectively). The SE and AP scales compute a maximum of 35 points and the ASCS, 70. The questionnaire was administered by Limesurvey, the participation was voluntary and anonymous. 71 students participated, of whom 94.37% were women. The age mode was 21 years (22.5%). The average response of SE was 4.30 (minimum 2.14, maximum 5 points) and AP was 3.81 (minimum 1.29, maximum 5 points). In both dimensions, the 25th, 55th, and 75th percentile groups, the response scores leaned towards maximum values (4 and 5), showing a high perception of SE and AP. The average of all the answers of SE was 30.08 (SD ±3.33) and AP was 26.66 points (SD ±4.99). Regarding the ASCS, the average was 56.75 (SD ±7.42). The scores were homogeneous with a coefficient of variation <30%. The interpretation of the results suggests that students perceive that they do not have learning difficulties (AP) and trust their abilities (SE). The evaluation of the ASC is relevant for the implementation of academic strategies. Future work will make it possible to compare these data with a post-pandemic cohort. In recent years, social and academic interactions have changed, so it is interesting to study whether there are changes in self-perception of their academic performance. La evaluación del autoconcepto académico (AA) permite conocer las creencias del estudiante respecto al rendimiento percibido e influye en sus habilidades para alcanzar metas. El objetivo fue analizar el AA de estudiantes de 4° año de la Escuela de Fonoaudiología, Universidad Nacional de Córdoba. El estudio fue descriptivo simple, transversal. Se evaluaron estudiantes de 4° año durante abril 2021. Se aplicó la Escala de Autoconcepto Académico, desarrollada en Argentina, que evalúa la autoeficacia (AE) y el rendimiento académico (RA). Cada dimensión contiene 7 ítems con escalas de respuesta Likert de cinco posiciones, desde "totalmente en desacuerdo" (TD) a "totalmente de acuerdo" (TA), con puntajes directos 1 a 5 y puntajes inversos 5 a 1 (TA a TD, respectivamente). Las escalas de AE y RA computan un máximo de 35 puntos y 70 el AA. El cuestionario se administró por Limesurvey, la participación fue voluntaria y anónima. Se realizó análisis descriptivo mediante medidas de resumen en Infostat. Participaron 71 estudiantes, el 94,37% fueron mujeres. La moda de edad fue 21 años (22,5%). El promedio de respuesta de AE fue 4,30, mínimo 2,14 y máximo 5 puntos y RA fue 3,81, mínimo 1,29 y máximo 5 puntos. En ambas dimensiones, los grupos percentilares 25, 55 y 75, los puntajes de respuesta se inclinaron hacia valores máximos (4 y 5), arrojando una percepción alta de AE y RA. El promedio de todas las respuestas de AE fue 30,08 (DE ±3,33) y RA fue 26,66 puntos (DE ±4,99). En relación al AA, el promedio fue 56,75 (DE ±7,42). Los puntajes fueron homogéneos con un coeficiente de variación <30%. La interpretación de los resultados sugiere que estudiantes perciben no tener dificultades para el aprendizaje (RA) y confían en sus habilidades (AE). La evaluación del AA es relevante para la implementación de estrategias académicas. Futuros trabajos permitirán comparar estos datos con una cohorte pospandémica. En los últimos años la interacción social y académica fueron cambiantes, por lo que resulta de interés estudiar si existen modificaciones en la autopercepción sobre su desempeño académico. Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2022-10-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion . https://revistas.unc.edu.ar/index.php/med/article/view/39059 Revista de la Facultad de Ciencias Médicas de Córdoba.; Vol. 79 No. Suplemento JIC XXIII (2022): Suplemento JIC XXIII Revista de la Facultad de Ciencias Médicas de Córdoba; Vol. 79 Núm. Suplemento JIC XXIII (2022): Suplemento JIC XXIII Revista da Faculdade de Ciências Médicas de Córdoba; v. 79 n. Suplemento JIC XXIII (2022): Suplemento JIC XXIII 1853-0605 0014-6722 http://creativecommons.org/licenses/by-nc/4.0 |