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Related Concept Videos

Self-Concept01:19

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Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
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Related Experiment Video

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Understanding Academic Self-Concept and Performance in Medical Education.

Kelly M Harrell1, Meagan Rawls2, J K Stringer3

  • 1K.M. Harrell is associate professor, Department of Anatomy and Neurobiology, Virginia Commonwealth University School of Medicine, Richmond, Virginia; ORCID: https://orcid.org/0000-0001-7849-9110 .

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PubMed
Summary

Medical students with higher academic self-concept (ASC) performed better in preclinical years. Further research is needed to understand ASC

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Area of Science:

  • Medical Education
  • Psychology
  • Academic Performance

Background:

  • Academic self-concept (ASC) is crucial for medical student success.
  • Limited research exists on ASC across undergraduate medical education phases.
  • Understanding ASC's role can inform interventions for better performance.

Purpose of the Study:

  • To explore the relationship between ASC and academic performance in medical students.
  • To investigate this relationship across preclinical and clinical phases of medical school.
  • To identify potential gender differences in ASC and performance.

Main Methods:

  • Surveyed medical students at Virginia Commonwealth University School of Medicine.
  • Utilized an ASC confidence subscale for data collection.
  • Employed multiple linear regression analysis to assess ASC and performance correlations.

Main Results:

  • Preclinical performance correlated with ASC, gender, and prior academic achievement.
  • Men reported higher ASC than women in the preclinical phase (P < .01).
  • Women showed higher performance than men in the clinical phase (P < .01).

Conclusions:

  • Higher ASC is linked to better preclinical academic performance.
  • Gender influences both ASC and academic outcomes in medical school.
  • Further research should explore additional factors and develop interventions to support student ASC and performance.