Stress scores association with self-regulated learning perception in dental students
Keywords:Dental education, self-regulation, strategies, stress, students
Introduction: Stress is one of the prime factors that can sabotage a student’s physical ability and mental sanity. The biggest challenge for any medical student is to cope with academic stress along with high societal pressure and keeping up with the fast-paced world. A productive approach that can be fruitful for coping is self-regulation which requires use of metacognitive strategies and time management skills. The objective was to investigate the perceptions of undergraduate dental students regarding self-regulated learning and to identify relevant role of stress which influences such skills at Foundation University College of Dentistry.
Material and methods: The quantitative correlational study was conducted in June 2022 at the Foundation University College of Dentistry, Islamabad, Pakistan, and comprised regular dental students enrolled in first to fourth year. Data was collected using Perceived stress scale-14 and Self-regulated learning perception scale questionnaires to identify the levels of stress and self-regulated learning skills. Data was collected at one point of time and analyzed using SPSS 2.0.
Results: Of the 184 students approached, 163(88%) filled in the questionnaire. Of them, 149(91.4%) were females and 14(8.6%) were males. No significant differences were found between the scores of male and female students (p>0.05). There was a moderate positive correlation between stress and self-regulated learning skills (p<0.05).
Conclusions: Self-regulated learning skills can play a vital role in coping with stress and identifying a goal.
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