Sat, Aug 22, 2026
[Archive]
Volume 19, Issue 3 (2026)
J Med Edu Dev 2026, 19(3): 88-97 |
Back to browse issues page
Ethics code: ERC/IRB/0078
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rahman M, Asif N, Gul S. Cognitive distortions and academic performance among undergraduate medical students in Pakistan: a cross-sectional study. J Med Edu Dev 2026; 19 (3) :88-97
URL: http://edujournal.zums.ac.ir/article-1-2771-en.html
URL: http://edujournal.zums.ac.ir/article-1-2771-en.html
1- Department of Physiology, Wah Medical College (NUMS), Wah Cantt, Pakistan , muhammadrahman4117@gmail.com
2- Department of Medicine, Sahara Medical College (UHS), Narowal, Pakistan
3- Department of Physiology, Wah Medical College (NUMS), Wah Cantt, Pakistan
2- Department of Medicine, Sahara Medical College (UHS), Narowal, Pakistan
3- Department of Physiology, Wah Medical College (NUMS), Wah Cantt, Pakistan
Abstract: (210 Views)
Background & Objective: Cognitive distortions are maladaptive thinking patterns that may impair learning, academic performance, and emotional well-being. Medical students are particularly vulnerable due to high academic pressure. Evidence on their prevalence and academic impact remains limited. This study aimed to assess the correlation between cognitive distortions and the academic success of medical students using the previous year's professional exam results.
Materials & Methods: This cross-sectional study was conducted among 242 MBBS students and recent graduates using the 25-item Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The internal consistency of the scale was assessed using Cronbach's alpha. To examine associations with academic performance, we employed Pearson correlation and multiple regression analyses, using the participants' previous professional examination scores as the outcome variable.
Results: The mean CDS-AA score was 81.51 (SD = 11.87); 16% showed high distortion levels. Total CDS-AA scores were negatively correlated with previous professional examination score (%) (r = −0.417, p < 0.001). Catastrophizing was independently associated with lower previous professional examination score (%) (B = −0.441, p = 0.003).
Conclusion: Cognitive distortions, particularly catastrophizing, are associated with poorer academic achievement among medical students. Early identification of cognitive distortions and academic counselling are needed to support student well-being and academic performance.
Materials & Methods: This cross-sectional study was conducted among 242 MBBS students and recent graduates using the 25-item Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The internal consistency of the scale was assessed using Cronbach's alpha. To examine associations with academic performance, we employed Pearson correlation and multiple regression analyses, using the participants' previous professional examination scores as the outcome variable.
Results: The mean CDS-AA score was 81.51 (SD = 11.87); 16% showed high distortion levels. Total CDS-AA scores were negatively correlated with previous professional examination score (%) (r = −0.417, p < 0.001). Catastrophizing was independently associated with lower previous professional examination score (%) (B = −0.441, p = 0.003).
Conclusion: Cognitive distortions, particularly catastrophizing, are associated with poorer academic achievement among medical students. Early identification of cognitive distortions and academic counselling are needed to support student well-being and academic performance.
Keywords: students, medical, cognition, catastrophization, academic performance, cross-sectional studies, psychometrics
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2026/02/20 | Accepted: 2026/06/22 | Published: 2026/07/1
Received: 2026/02/20 | Accepted: 2026/06/22 | Published: 2026/07/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
