Sun, Sep 28, 2025
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Mahin Nosratzehi1 
, Azizollah Arbabisarjou2 , Fatemeh Shahbazi3 , Shahin Nosratzehi *4 , Mohammad Nosratzehi5
, Azizollah Arbabisarjou2 , Fatemeh Shahbazi3 , Shahin Nosratzehi *4 , Mohammad Nosratzehi5
1- Department of Internal Medicine, Zahedan University of Medical Science, Zahedan, Iran
2- Department of Nursing, Zahedan University of Medical Sciences, Zahedan, Iran
3- Department of Community Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
4- Department of Internal Medicine, Genetics of Non-communicable Disease Research Center, Ali Ibne Abitaleb Hospital, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran ,shnosratzehi123@gmail.com
5- School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
2- Department of Nursing, Zahedan University of Medical Sciences, Zahedan, Iran
3- Department of Community Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
4- Department of Internal Medicine, Genetics of Non-communicable Disease Research Center, Ali Ibne Abitaleb Hospital, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran ,
5- School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
Abstract: (9 Views)
Background & Objective: Academic self-efficacy is widely known as an important factor in student success, affecting not only academic performance but also emotional strength. In the stressful world of medical education, lower self-efficacy may make students more likely to experience academic burnout. The goal of this study is to look into the relationship between academic self-efficacy and academic burnout in medical students.
Materials & Methods: A correlational study was carried out on 110 clinical medical students during the academic year 2022-2023. Data were gathered using the Academic Self-Efficacy Scale and the Maslach Burnout Inventory for Students. Statistical studies included Pearson's correlation coefficient, independent t-tests, and ANOVA done using SPSS version 22.
Results: The average age of the students was 23.9 ± 1.6 years. Of those taking part, 45.5% were male and 54.5% female. 91.8% were single. 60% were in the clerkship, and 40% in the internship courses. A strong negative relationship was found between academic self-efficacy and academic burnout (r = -0.284, p < 0.01). Female students and those living with their families showed higher academic self-efficacy and lower burnout levels. Also, clerkship students reported higher self-efficacy scores than interns.
Conclusion: Higher academic self-efficacy goes with lower academic burnout, showing a protective effect. Enhancing self-efficacy may improve students' well-being and academic performance. Evidence-based methods such as goal-setting workshops, cognitive-behavior training, self-reflection exercises, and organized mentorship programs have been shown to effectively help academic self-efficacy in medical students, helping to improve academic performance and well-being.
Materials & Methods: A correlational study was carried out on 110 clinical medical students during the academic year 2022-2023. Data were gathered using the Academic Self-Efficacy Scale and the Maslach Burnout Inventory for Students. Statistical studies included Pearson's correlation coefficient, independent t-tests, and ANOVA done using SPSS version 22.
Results: The average age of the students was 23.9 ± 1.6 years. Of those taking part, 45.5% were male and 54.5% female. 91.8% were single. 60% were in the clerkship, and 40% in the internship courses. A strong negative relationship was found between academic self-efficacy and academic burnout (r = -0.284, p < 0.01). Female students and those living with their families showed higher academic self-efficacy and lower burnout levels. Also, clerkship students reported higher self-efficacy scores than interns.
Conclusion: Higher academic self-efficacy goes with lower academic burnout, showing a protective effect. Enhancing self-efficacy may improve students' well-being and academic performance. Evidence-based methods such as goal-setting workshops, cognitive-behavior training, self-reflection exercises, and organized mentorship programs have been shown to effectively help academic self-efficacy in medical students, helping to improve academic performance and well-being.
Keywords: students, self-efficacy, burnout, professional, residence characteristics, motivation, psychological adaptation
Article Type : Brief Report |
Subject:
Medical Education
Received: 2025/03/12 | Accepted: 2025/09/28
Received: 2025/03/12 | Accepted: 2025/09/28
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