Factors associated with self-perceived academic performance by dentistry undergraduates during the COVID-19 pandemic
DOI:
https://doi.org/10.30979/revabeno.v23i1.2118Keywords:
Academic Performance, Self-Efficacy, Students Dental, COVID-19, Education DentalAbstract
This cross-sectional study investigates associations between self-perceived academic performance by dentistry undergraduates and self-efficacy beliefs, sociodemographic variables and academic life during the remote teaching implemented due to the COVID-19 pandemic. Data collected by means of questionnaires (sociodemographic questions, self-perceived academic performance, learning during the remote teaching period) and the General Self-Efficacy Scale (GSE), answered online. The questionnaires were emailed between September 2020 and April 2021 to students enrolled between the second and fifth year. Associations between predictor variables and the outcome (self-perceived academic performance) were analyzed by regression models. Crude and adjusted odds-ratios were estimated with their respective 95% confidence intervals. A total of 150 undergraduates answered the questionnaires of which, 70.0% were women (n=105) with mean age of 21.7 years. Self-perceived academic performance classified as ‘insufficient or insufficient’ was associated with students who did not adapt well to the new teaching-learning experience (OR=8.08; 95%CI: 2.02–32.35), who felt that they lacked mastery of the knowledge and skills taught in remote classes (OR=10.74; 95%CI: 2.81–41.02) and who felt that their academic performance had worsened since in-class lessons were suspended (OR=8.19; 95%CI: 1.59–42.12). During the pandemic, low self-perceived academic performance was associated with difficulties in adapting to the new remote teaching model, a sense of non-assimilation of content and worsened academic performance.
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