Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors.

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

Satisfacción y desarrollo de competencias en escenarios de simulación clínica de alta fidelidad en estudiantes de Obstetricia / Satisfaction and development of skills in high-fidelity clinical simulation scenarios in Obstetrics students

Introducción: La simulación clínica ha surgido como un método de aprendizaje y de evaluación que genera la adquisición de destrezas y habilidades en las ciencias de la salud. El aprendizaje bajo escenarios de simulación clínica se asocia con mayores niveles de satisfacción, confianza y logro de contenidos al poder practicar las habilidades sin perjuicio al paciente, lo cual es una clara respuesta a la necesidad actual de proteger la seguridad del paciente, y asegurar una formación continua y eficiente. Este estudio busca analizar la relación entre la satisfacción y la adquisición de competencias generadas en estudiantes de Obstetricia de la Universidad Andrés Bello a través de escenarios de simulación clínica de alta fidelidad. Sujetos y métodos: Cuarenta y dos estudiantes de cuarto año de Obstetricia de la Universidad Andrés Bello se enfrentaron a seis escenarios de simulación de alta fidelidad que evaluaron la adquisición de habilidades técnicas para la asistencia del parto y una encuesta de satisfacción para escenarios de simulación de fidelidad.Resultados: La evaluación de las habilidades contó con un promedio de cumplimiento para el primer escenario de un 59,78%; para el segundo, de un 70,29%; para el tercero, de un 71,42%; para el cuarto, de un 81,32%; para el quinto, de un 87,71%; y para el sexto, de un 96,86%. Las estudiantes coinciden en que la simulación es un método útil para el aprendizaje (100%), que es una herramienta que mejora las habilidades técnicas (97,6%), que ha aumentado la seguridad y confianza (100%), y que los escenarios de alta fidelidad fueron satisfactorios (100%). Conclusiones: Los estudiantes de Obstetricia mejoraron sus competencias clínicas, que involucran habilidades comunicacionales y razonamiento clínico, y además perciben altos niveles de satisfacción al realizar seis escenarios de alta fidelidad.(AU)

Introduction: Clinical simulation has emerged as a learning and evaluation method that generates the acquisition of skills and abilities in the field of health sciences. Learning under clinical simulation scenarios is associated with higher levels of satisfaction, confidence, ability to provide information, and content achievement by being able to practice the skills without harming the patient, which is a clear response to the current need to protect the safety of the patient and ensure continuous and efficient training. This study seeks to analyze the relationship between satisfaction and the acquisition of competencies in Obstetrics students at the Andrés Bello University, through high-fidelity clinical simulation scenarios. Subjects and methods: Forty-two Obstetrics students from the Andrés Bello University faced six high-fidelity simulation scenarios that evaluated the acquisition of technical skills for childbirth assistance through an evaluation rubric and a satisfaction survey for high fidelity simulation scenarios.Results: The evaluation of the skills had an average compliance for the first scenario of 59.78%, for the second 70.29%, for the third 71.42%, the fourth 81.32%, the fifth 87 71% and the sixth 96.86%. Regarding the satisfaction in the highfidelity clinical simulation scenarios, the students agree that simulation is a useful method for learning (100%), that it is a tool that improves technical skills (97.6%), that has felt security and confidence (100%) and that the high-fidelity scenarios were satisfactory (100%). High fidelity simulation scenarios prove to be a satisfactory tool for skill acquisition. Conclusion: Obstetrics students improved their clinical competencies, which involve communication skills and clinical reasoning, and also, perceived high levels of satisfaction after 6 high-fidelity scenarios.(AU)

Antecedents and Mediators of Academic Satisfaction in Virtual Vocational Training.

At a time when distance vocational training is on the rise, it seems logical to investigate the variables that can affect the quality of such teaching. The usability of the virtual environment, as well as the behaviour and disposition of the teaching staff, emerge as key factors that influence burnout, engagement, and academic satisfaction. Using a cross-sectional sample of 208 distance vocational training students, the mediating role of burnout and academic engagement in the relationships established between the usability of the virtual environment, teacher support, and academic satisfaction was analysed. On the other hand, multiple regression analyses were carried out in order to investigate the relationships between the challenges and obstacles faced by distance vocational training students and their level of burnout or engagement. Our results confirm the mediating role of academic burnout and engagement in students' academic satisfaction. Regression analyses suggest that the obstacles faced by distance vocational education and training (D-VET) students influence their level of academic burnout or engagement. Our findings are consistent with the current understanding of the role that certain variables play in the well-being of students and which, in turn, influence the quality of teaching.

Factorial validity of the self-compassion scale among female University students: A comparative study between Saudi and Egyptian cultures.

The study aims to verify the factorial structure of the self-compassion scale across different cultural contexts. The sample included 1039 students, divided into 521 students from Zagazig University (ZU) and 518 from Princess Nourah University (PNU) in the Kingdom of Saudi Arabia (KSA), which were chosen randomly. Exploratory factor analysis was used to test the stability of items on the dimensions. The results showed stability along with kindness with self, isolation, common humanity, and self-judgment factors. On the other hand, confirmatory factor analysis demonstrated that the results of this study yielded the best fit for the total sample. Then factor analysis across the two groups was used to verify the existence of differences between Saudi and Egyptian cultures. The analysis results revealed that the Egyptian environment model is superior to its Saudi counterpart and that there are no differences between the two cultures using the factorial differences indicators RMSEA, NNFI, GFI, and SRMR. This study's outcomes can have global implications for promoting self-compassion as a tool for improving mental health and well-being across cultures.

The Impact of Cyberbullying Victimization on Academic Satisfaction among Sexual Minority College Students: The Indirect Effect of Flourishing.

This study examines the association between cyberbullying victimization and academic satisfaction through flourishing (psychological well-being) among 188 LGBTQ college students utilizing the lens of general strain theory and positive psychology. Results indicate that flourishing as a mediator explains the association between cyberbullying victimization and academic satisfaction among LGBTQ college students. For these students, flourishing can serve as a protective factor for their academic satisfaction. This finding highlights the need for college counselors, faculty, and administrators to foster psychological well-being among cyberbullied LGBTQ college students. Practice implications will guide the development of a campus-wide cyberbullying intervention for these students.

Escala de satisfação com escolha do curso: adaptação e evidências de validade / Academic major satisfaction scale: adaptation and validity evidences / Escala de satisfacción con elección del curso: adaptación y evidencias de validez

Escala de Satisfação com a Escolha do Curso (ESEC) para uso no contexto brasileiro. Participaram deste estudo 674 estudantes universitários, com idade variando entre 18 e 62 anos (M= 23,18, DP= 5,81). Seis modelos fatoriais unidimensionais foram testados com o objetivo de identificar a solução mais parcimoniosa para o instrumento. Sugere-se uma solução final com quatro itens, ao invés de seis. Análises de TRI foram realizadas e observou-se alta fidedignidade da escala para mensuração de baixos níveis do traço latente. A ESEC esteve significativamente correlacionada com os cinco fatores de personalidade, adaptabilidade de carreira e satisfação com a vida. Indica-se que a ESEC apresenta evidências de validade favoráveis ao seu uso no contexto brasileiro, mas o instrumento identifica melhor indivíduos insatisfeitos com a escolha do curso do que os satisfeitos. (AU)

This study aimed to adapt and obtain validity evidence for the Academic Major Satisfaction Scale (AMSS) in the Brazilian context. The instrument was tested in 674 college students, with ages ranging from 18 to 62 (M = 23.18, SD = 5.81). Six unidimensional models were tested in order to find the parsimonious solution to the instrument. A four-item final solution is suggested, instead of the original 6-item solution. IRT was applied and it was identified that the AMSS had high reliability in individuals with low levels of latent trait. AMSS was significantly correlated with the big-five personality factors, career adapt-ability and life satisfaction. AMSS presents favorable evidences of validity to the Brazilian context, although the scale is more efficient in identifying students who are unsatisfied rather than satisfied with their college major. (AU)

Este estudio buscó adaptar y obtener evidencia de la validez de la Escala de Satisfacción de Elección de Curso (ESEC) para su uso en el contexto brasileño. Participaron un total de 674 estudiantes universitarios, con edades comprendidas entre los 18 y los 62 años (M = 23,18, DT = 5,81). Se probaron seis modelos factoriales unidimensionales con el fin de identificar la solución más parsimoniosa para el instrumento. Se sugiere una solución final con cuatro elementos en lugar de seis. El modelo de respuesta graduada se aplicó a los ítems que funcionaron bien a niveles bajos del constructo. La ESEC se correlacionó significativamente con los cinco factores de personalidad, adaptabilidad profesional y satisfacción con la vida. Se indica que la ESEC presenta evidencia de validez favorable a su uso en el contexto brasileño, pero el instrumento identifica mejor a los insatisfechos con la elección del curso que a los satisfechos. (AU)

Self-efficacy, Motivation and Academic Satisfaction: The Moderating Role of the Number of Friends at University / Autoeficacia, Motivación y Satisfacción Académica: el Rol Moderador del Número de Amigos en la Universidad

Background: Academic satisfaction (AS) is a key marker of educational success at university. It is therefore extremely important to investigate any factors that may enhance AS. Drawing on social cognitive theory, Lent’s model of life satisfaction, and self-determination theory, the present study examined the roles of academic self-efficacy (ASE) and type of motivation for attending university in AS, while controlling for sex and course year. More specifically, the study investigated whether friendships at university moderated the relationship between AS and ASE, and between AS and the various kinds of motivation for going to university. Method: A survey was completed by 431 Italian university students. Five moderation regression analyses were run. Results: Having friends at university affected the relationship between amotivation and AS and between extrinsic motivation and AS: the more students were motivated or had low extrinsic motivation, the more satisfied they were, if they had a high number of friends at university. Conversely, if students lacked motivation or had high extrinsic motivation, they tended to be less satisfied, regardless of how many friends they had at university. Conclusions: A large number of friends at university maximizes and amplifies the effect of being self-determined on AS. We discuss the educational implications of these findings.(AU)

Antecedentes: La satisfacción académica (SA) es un índice importante del éxito educativo en la universidad. Es importante estudiar qué factores mejoran la AS. Basándose en la teoría cognitiva social, el modelo de Lent y la teoría de la autodeterminación, el presente estudio tuvo como objetivo investigar el papel de la autoeficacia académica (ASE) y las motivaciones para asistir a la universidad en el AS, controlando por sexo y año de curso. Este estudio investigó el efecto moderador de las amistades en la universidad en la relación entre ASE y AS, y entre diferentes motivaciones y AS. Método: 431 estudiantes universitarios italianos completaron una encuesta. Se realizaron cinco análisis de regresión de moderación. Resultados: Tener amigos en la universidad condicionó la relación entre desmotivación y SA y entre motivación extrínseca y SA: cuanto más motivados están los estudiantes o tienen baja motivación extrínseca, más satisfechos están si tienen muchos amigos en la universidad; por el contrario, si los estudiantes están desmotivados o tienen una motivación extrínseca alta, están menos satisfechos independientemente del número de amigos en la universidad. Conclusiones: Un alto número de amigos en la universidad amplifica la importancia de ser autodeterminado en SA. Se discuten las implicaciones educativas.(AU)

Ecological predictors of academic satisfaction in senior secondary school students in Hong Kong: The mediating role of academic confidence.

Introduction: Although the secondary school curriculum reform has taken place for more than 1 decade in Hong Kong, very few studies have examined senior secondary school students' academic satisfaction and its predictors at the individual and school levels. The present study examined the influence of academic stress, school support, positive youth development (PYD) attributes on academic satisfaction via the mediation of academic confidence among senior secondary school students using three-wave longitudinal data. Methods: This study was derived from a 6-year longitudinal project examining youth development among Hong Kong adolescents. Only three waves of data collected from 2,023 students, including 959 boys (47.4%) and 1,040 girls (51.4%), from grade 10 to 12 (i.e., Waves 4-6), were used in the present study focusing on senior high school years. Students responded to a questionnaire concerning different aspects of their development, including their perceptions of school support, PYD attributes, academic stress, academic confidence, and satisfaction with the NSS curriculum. We conducted structural equation modeling (SEM) to test the hypothesized model. Results: Results showed that while Wave 4 academic stress negatively predicted academic satisfaction at Wave 6, Wave 4 positive youth development attributes and school support had positive associations with Wave 6 academic satisfaction; Wave 5 academic confidence also served as a mediator in these relationships, except for the relationship between school support and academic satisfaction. Discussion: The theoretical, practical, and policy implications of the findings are discussed. The present study generally supports previous findings on the relationships between academic stress, school support, PYD attributes, academic confidence, and academic satisfaction. The findings emphasize the prominence of PYD attributes, school support, and confidence in enhancing students' academic satisfaction.

Co-operative learning, psychometric adaptation, and invariability of the academic satisfaction scale in Spanish university students.

It is necessary to understand the measurement of academic satisfaction (AS) in a variety of cross-cultural contexts. The first aim was to evaluate the psychometric properties of AS scale, to explore its structural validity, to assess its differential item function, including gender and age invariance in university students. Study 2 aimed to assess whether AS improved after the application of a teaching instructional approach based on cooperative learning (CL), while a cross-sectional study was performed in several stages. Descriptive, confirmatory, and scale reliability analyses were carried out with indices for goodness-of-fit, such that a new scale was obtained with a single-factor structure. A reduction to 6-items in this sample exhibited better psychometric properties. Configural invariance by gender and age indicated that men and women had a similar understanding of the new scale. Given significant differences between groups, the CL group scored higher in AS.

A social cognitive perspective on occupational identity development in college students.

Occupational identity is a central concept of career development, by providing a sense of direction and meaning across career development. This study aimed to examine how this concept can be associated with career processes through model formed by a set of socio-cognitive factors. The participants were 358 college students at a Brazilian university who completed measures of occupational identity, environmental supports and barriers, self-efficacy, goal progress, and academic satisfaction. Analysis indicates that the occupational identity status was partially well predicted by the combination of self-efficacy to cope with barriers, supports, academic satisfaction, and goal progress. These results highlight that students with a positive sense of competencies to deal with barriers and adequate levels of academic satisfaction would easily establish an occupational identity.

Courage as Mediator between Positive Resources and General/Domain-Specific Well-Being Indices.

BACKGROUND: the current post-pandemic situation has exacerbated the effects already present due to the recent socio-economic crises belonging to the first two decades of this century: perception of instability, fears, concern for the future, underemployment, undignified work. This situation has negatively impacted life in general, career paths, and perceived quality of life, especially for new generations. Positive resources such as optimism and hope can have a positive effect in countering these effects which are impacting student academic satisfaction, life satisfaction, and flourishing. In the hypothesis, courage acts as a mediator for both domain-specific and general well-being, as perceived by college students. METHODS: the research involved 410 Italian university students. Five rating scales were used: Visions About the Future, Courage Measure, Satisfaction with Life Scale (SWLS), the Flourishing Scale, and College Satisfaction Scale. RESULTS: All research variables were significantly and positively correlated. The mediation model almost totally confirmed the hypotheses, as the relationship between optimism and academic satisfaction was totally mediated by courage. In other cases, optimism and hope had both a direct and an indirect effect, mediated by courage, on the life satisfaction, academic satisfaction, and flourishing of college students. CONCLUSIONS: the findings are discussed with recent theories and research on this topic, and suggestions are provided with practical implications for those involved in supporting the choice and construction of career paths.

Contribution of Academic Satisfaction Judgments to Subjective Well-Being.

The role of academic satisfaction (AS) on persistence and successful academic behavior has been the focus of research for decades. Nevertheless, driven by positive educational psychology, subjective well-being has been highlighted as another central feature in the academic path of students. Studies aimed at identifying the variables that contribute to explain different aspects of academic performance have been widely investigated, although studies aimed at identifying the determinants of subjective well-being are still limited. The present paper examined the contribution of AS judgments on subjective well-being (SWB). To this end, it was hypothesized that SWB levels depend on the balance between positive/negative emotions and life satisfaction judgments. Furthermore, it was stipulated that AS has an indirect contribution on SWB, through life satisfaction, whereas the balance of emotions influences both AS judgments and life satisfaction. Using an analysis strategy based on structural equation modeling, the results indicated that the model fitted satisfactorily, explaining 32% of the variance of SWB. Particularly, it was observed that AS judgments contributed to life satisfaction judgments (ß = 0.34). Although no direct contribution of AS on SWB was reported, a total contribution partially mediated by life satisfaction judgments was revealed (total ß = 0.19). These findings support the importance of academic satisfaction judgments, not only because of their importance in academic terms, but also because of their impact on university students' subjective well-being and health.

Perceived academic satisfaction level, psychological stress and academic risk among Indian students amidst COVID-19 pandemic.

Background: The Covid-19 pandemic has a significant impact on education and mental health outcomes. This study attempts to analyze the factors associated with academic satisfaction level, psychological stress/anxiety, and future academic risk among Indian students of higher education in the wake of the Covid-19 pandemic. Methods: An online survey was conducted through a structured questionnaire among students of higher education. Multivariate ordered logistic regression models were performed to find out the predictors of perceived academic satisfaction level, psychological stress, and academic risk among the participants. Results: Among the 630 participants, the majority of the students (73%) had low to moderate levels of academic satisfaction. Over two-thirds of participants (68%) had a high level of stress and nearly two-fifths (38%) of the participants felt very high risk in their academic career. The multivariate logistic regression models show that the likelihood of psychological stress and academic risk was significantly higher among students aged above 25 years, researchers, and those who belong to broken families. Besides, the higher probability of satisfaction level is associated with female students, undergraduates, belonging to economically well-off families, and rural residents. Conclusion: Our study suggests that the Covid-19 pandemic leads to a range of psychological health problems. Therefore, increase students' satisfaction with online classes and it is essential to preserve the mental health of individuals and to develop psychological interventions that can improve the mental health of students during the Covid-19 pandemic.

Problem based learning approach increases the academic satisfaction of health science students in Ethiopian universities: a comparative cross sectional study.

BACKGROUND: Problem based learning is being highly implemented in many medical schools worldwide due to its perceived advantages including improvement of problem-solving abilities, development of communication skills, creation and development of critical thinking skill, and making of individuals to be lifelong learners & responsible for their own learning process. OBJECTIVE: The study aimed to compare academic satisfaction of Problem and Lecture based learning of regular undergraduate health science students in Ethiopian Universities, 2021. METHOD: Institution based comparative cross sectional study was conducted from February 1-30, 2021. Data were collected using a pretested structured and self-administered questionnaire among 850 eligible students from two Universities. Data were entered into EPI info version 6.04 and analyzed using SPSS version 23. Binary Logistic regression model was fitted to identify factors associated with academic satisfaction considering the association to be significant p- value < 0.05. RESULT: The study result revealed that the magnitude of academic satisfaction among problem based and lecture based learning students were 50.9 and 49.9% respectively. Similarly, problem based learning students were more likely to be academically satisfied than lecture based learning students in their type of curriculum with (AOR = 1.50, 95% CI = 1.02, 2.21). Experience of classroom distress (AOR = 1.93, 95% CI = 1.22, 3.06), quality of teaching (AOR = 0.54, 95% CI = 0.34, 0.86), relationship with classmates (AOR = 0.33, 95% CI = 0.13, 0.80), course content (AOR = 0.56, 95% CI = 0.33, 0.93) and accessibility of technology in the campus (AOR = 0.62, 95% CI = 0.40, 0.96) were the significant factors of academic satisfaction of problem based learning students. Year of study (AOR = 0.29, 95% CI = 0.17, 0.48), quality of teaching (AOR = 0.51, 95% CI = 0.31, 0.85), course content (AOR = 0.59, 95% CI = 0.35, 0.97) and energy & effort (AOR = 0.55, 95% CI = 0.35, 0.88) were significantly associated with academic satisfaction among lecture based learning students. CONCLUSION: The study revealed that the academic satisfaction among problem based learning students was higher than lecture based learning students. Incorporating and implementing problem based learning as a formal instructional method in across the universities curriculum is recommended.

Prevalence and Factors Associated With Depression and Suicidal Ideation During the COVID-19 Pandemic Among University Students in Uganda: A Cross-Sectional Study.

Background: The COVID-19 pandemic has negatively impacted psychosocial well-being and mental health of students across the world. Although students are vulnerable to depression and suicidal ideation, few studies have been conducted in Uganda. This study aimed to determine the prevalence of depression and suicidal ideation, and associated factors among undergraduate university students in Uganda. Methods: A cross-sectional study was conducted among undergraduates [N = 540; 363 males; mean age = 23.3 (± 2.64) years] recruited from four universities using an online questionnaire that explored sociodemographic factors, depression, and other associated factors. The Patient Health Questionnaire (PHQ-9) was used to assess depression, and Item 9 was used to assess suicidal ideation in the past 2 weeks. Multivariable logistic regression analyses were performed to determine the factors associated with depression and suicidal ideation. Results: The prevalence of moderate to severe depression was 20% (n = 108) (cut-off: 10/27 based on the PHQ-9), and the prevalence of past-2-week suicidal ideation was 13.89% (n = 75) (cut-off: 1/3 based on the PHQ-9 Item 9). About half of the individuals who screened positive for depression had suicidal ideation. Factors associated with depression were: having relationship issues [adjusted odds ratio (aOR) = 1.79, 95% confidence interval (CI) = 1.13-2.81, p = 0.012], and having a history of sexual abuse (aOR = 2.06, 95% CI = 1.10-3.84, p = 0.023). Factors associated with reducing the risk of depression were: satisfaction with current academic performance (aOR = 0.50, 95% CI = 0.32-0.79, p = 0.003), and being in the fifth year of academic study (aOR = 0.16, 95% CI = 0.03-0.73, p = 0.018). Factors associated with suicidal ideation were: smoking cigarettes and/or marijuana (aOR = 4.83, 95% CI = 1.10-21.12, p = 0.037), and having financial tuition constraints (aOR = 1.85, 95% CI = 1.08-3.16, p = 0.024), However, satisfaction with current academic performance reduced the likelihood of suicidal ideation (aOR = 0.40, 95% CI = 0.23-0.70, p = 0.001). Conclusion: Approximately one-fifth of undergraduate university students were moderately to severely depressed, especially those who had relationship issues and those with a history of sexual abuse. Suicidal ideation was common among smokers and those having financial tuition constraints. Therefore, it is recommended that the university authorities implement measures to provide psychological support for the students with problems concerning financial tuition constraints, relationships, and sexual abuse. Also, all students with depression should be screened for suicidality.

Social Contact, Academic Satisfaction, COVID-19 Knowledge, and Subjective Well-being Among Students at Turkish Universities: a Nine-University Sample.

Adverse effects of COVID-19 are seen not only on the physical health of infected individuals but also on their subjective well-being. Sudden changes in social lives, lockdowns, and shifts towards online education have had a negative impact on many people, especially university students. As part of an international study, the current study focused on the well-being of students at Turkish universities in relation to social contact, academic satisfaction, and COVID-19 knowledge. A total of 7363 students from nine universities (86.6% from state universities, 71.04% female, and 73.52% at bachelor's level) participated in an online survey. Results revealed that females had lower levels of subjective well-being and academic satisfaction. According to a mediation model in the study, the relationship between social contact and well-being was mediated by academic satisfaction and COVID-19 knowledge. Our findings can guide future researchers, mental health professionals, universities, and policymakers to understand and improve subjective well-being of university students.

Online academic satisfaction during the COVID-19 pandemic in medical students: role of sleep, psychological issues, college adjustment, and digital skills.

Background: The measures taken to contain the COVID-19 pandemic, led to significant changes in university education, resulting in the new normal standard of virtual teaching in many undergraduate medical schools worldwide. Therefore, the aim of this paper was to determine the factors related to academic satisfaction with virtual teaching in medical students during the COVID-19 pandemic. Methods: A cross-sectional-analytical study was conducted on medical students at a private university in Peru, through self-reported questionnaires divided into sociodemographic data and variables of interest that could influence academic satisfaction during the pandemic. To evaluate possible factors related to academic satisfaction, stepwise regression models were performed for both sexes. Results: In total, data from 310 medical students, 117 males and 193 females, were analyzed. Academic satisfaction reached a score of 11.2 ± 2.9, which was similar in both sexes. The best regression model for males (AIC: 544.32; RMSE: 2.42; R 2: 0.30) showed that adaptation to university life (favorable change) and depression (unfavorable change) explained 30% of changes in students' academic satisfaction. While in females (AIC: 907.59; RMSE: 2.49; R 2: 0.22) the model integrated favorable factors such as adjustment to college life and anxiety; while depression and poor sleep quality were unfavorable factors. Conclusion: Factors that contributed to academic satisfaction in medical students were determined in this study, which differed by gender. Thus, it is important to take into account the particularities of male and female medical students in order to improve their academic satisfaction during their university careers.

A social cognitive perspective on occupational identity development in college students

Occupational identity is a central concept of career development, by providing a sense of direction and meaning across career development. This study aimed to examine how this concept can be associated with career processes through model formed by a set of socio-cognitive factors. The participants were 358 college students at a Brazilian university who completed measures of occupational identity, environmental supports and barriers, self-efficacy, goal progress, and academic satisfaction. Analysis indicates that the occupational identity status was partially well predicted by the combination of self-efficacy to cope with barriers, supports, academic satisfaction, and goal progress. These results highlight that students with a positive sense of competencies to deal with barriers and adequate levels of academic satisfaction would easily establish an occupational identity. (AU)

Satisfacción Académica en estudiantes de Ciencias de la Salud antes y durante la pandemia COVID-19 / Academic satisfaction among Health Sciences Students before and during the COVID-19 pandemic

Introducción: La pandemia de la COVID-19 es una emergencia de salud pública que ha modificado sustancialmente la educación médica por pasar de una modalidad presencial a una en línea. Objetivo: Evaluar la Satisfacción Académica antes y durante la pandemia de la COVID-19 en una muestra de estudiantes universitarios de ciencias de la salud del Perú. Material y Método: Estudio observacional, de diseño comparativo y corte transversal. Se utilizó una ficha sociodemográfica ad hoc con preguntas; ¿Cómo calificarías tu rendimiento académico en la universidad? Antes de la pandemia, habías llevado cursos virtuales, ¿su conexión de internet en su casa es?, ¿ha desaprobado algún curso el semestre pasado?, ¿ocupación? Y la Escala de Satisfacción Académica (ESA) compuesta por ocho ítems. Todas las preguntas fueron aplicadas mediante un formulario, que se encontró vigente durante dos semanas en la plataforma virtual de la universidad y fue realizado en junio de 2019 (primera evaluación) y agosto del 2020 (segunda evaluación). Resultados: Dentro de las variables sociodemográficas evaluadas la mala calidad de la conectividad a internet (dCohen = -0,65) y autoevaluación rendimiento como muy alto (dCohen = -0,72) presentan diferencias moderadas entre 2019 y 2020. Conclusiones: Los cambios en la Satisfacción Académica del estudiante de Ciencias de la Salud durante la emergencia sanitaria por la COVID-19, tienen una fluctuación considerable cuando la conectividad del internet es mala y el estudiante se evalúa a sí mismo como una persona con alto rendimiento, variables que pueden ser tenidas en cuenta al momento de diseñar estrategias curriculares en estudiantes de Ciencias de la Salud(AU)

Introduction: The COVID-19 pandemic is a public health emergency that has substantially modified medical education from face-to-face to online teaching modalities. Objective: To evaluate academic satisfaction before and during the COVID-19 pandemic in a sample of university students of health sciences in Peru. Material and Methods: Observational, cross-sectional, and comparative study. An ad hoc sociodemographic form was used; the following questions were included: How would you rate your academic performance at the university? Had you taken any virtual courses before the pandemic? Do you have internet connection at home? Did you fail any course last semester? What is your occupation? The Academic Satisfaction Scale (ASE), which was composed of eight items, was also used. All the questions were asked using a form that was valid on the virtual platform of the university for two weeks and applied in June 2019 (first evaluation) and August 2020 (second evaluation). Results: Among the sociodemographic variables evaluated, the poor quality of internet connectivity (Cohen's d = -0,65) and self-assessment of performance as very high (Cohen's d = -0,72) show moderate differences between 2019 and 2020. Conclusions: The academic satisfaction among health sciences students during the COVID-19 health emergency change considerably when the Internet connectivity is poor and the students evaluate themselves as high achievers, variables that can be considered when designing curricular strategies for health sciences students(AU)

Development and psychometric evaluation of postgraduate nursing student academic satisfaction scale.

AIM: To develop and evaluate the psychometric properties of postgraduate nursing student academic satisfaction scale (PNSASS). DESIGN: The mixed-method study was carried out in two phases; (a) item generation by hybrid concept analysis and (b) item reduction by psychometric evaluation of the developed scale. METHODS: The initial item pool (N = 209) was prepared based on concept analysis results and similar instruments. A total of 402 postgraduate nursing students willingly participated in online data gathering from August 2019 to May 2020. The validity (face, content and construct) and reliability (stability and internal consistency) of the scale were assessed. RESULTS: Exploratory factor analysis identified that the scale had four factors which explained 64.80% of the total extracted variance. The results of confirmatory factor analysis showed a good model fit. The reliability of scale was strong to excellent. The results showed that the PNSASS has suitable validity and reliability properties, which can be used to measure the academic satisfaction of postgraduate nursing students.