Academic experience satisfaction of pharmacy and dentistry students
DOI:
https://doi.org/10.46542/pe.2022.221.503514Keywords:
Academic experience, Student, Validation studyAbstract
Objective: To assess the psychometric properties of the Academic Experience Satisfaction Scale (ESEA) applied to Pharmacy and Dentistry students and investigate the effect of demographic and course-related characteristics on the ESEA factors.
Methods: This was a cross-sectional study. Academic satisfaction was assessed by the ESEA. Construct validity was measured by confirmatory factor analysis (CFI, TLI, RMSEA). The composite reliability (CR) and the ordinal α were estimated. Structural model was elaborated considering demographic and course-related characteristics as the independent variable and ESEA factors as the dependent variables. The model fit and path estimates significance (β) were evaluated (z test; α = 5%).
Results: 544 students participated in the study (70.0% female; mean age: 21.4 ± 2.4 years; 52.4% dental students). ESEA showed adequate fit to the data (CFI = 0.90; TLI = 0.90; RMSEA = 0.064, CR and α ≥ 0.88). In general, students reported being satisfied with their academic experience. Dental students and those from the first and second years of the course showed greater satisfaction with the academic experience. Sex did not have a significant impact on any of the scale's factors.
Conclusion: ESEA produced valid and reliable data. Course-related characteristics, but not demographic characteristics, significantly affected the academic experience of students.
References
Abubakar, U., Sulaiman, S.A., Usman, M.N. & Umar, M.D. (2018) Nigerian pharmacists' self-perceived competence and confidence to plan and conduct pharmacy practice research. Pharmacy Practice (Granada), 16(1)
Almeida, L.S., & Soares, A.P. (2004). Os estudantes universitários: sucesso escolar e desenvolvimento psicossocial In E. Mercuri & S.A.J. Polydoro (Eds.), Estudante universitário: características e experiências de formação. Cabral Editora e Livraria
Alnajjar, M.S., & Mohammed, A.A. (2020). Experiential community pharmacy training: Assessment of students’ perceptions in the United Arab Emirates. Pharmacy Education Journal, 20(1), 225-235. https://doi.org/10.46542/pe.2020.201.225235
Aragão, B.S., Alfinito, S., & Correira, J.L. (2018). Satisfação com a experiência acadêmica de estudantes de ensino superior. Consumer Behavior Review, 2(2), 96-107
Bardagi, M.P., & Hutz, C.S. (2012). Rotina acadêmica e relação com colegas e professores: Impacto na evasão univerisitária. Psico, 43(2), 174-184
Bardagi, M.P., Lassance, M.C.P., & Paradiso, Â.C. (2003). Trajetória acadêmica e satisfação com a escolha profissional de universitários em meio de curso. Revista Brasileira de Orientação Profissional, 4(1/2), 153-166
Betz, E.L., Menne, J.W., Starr, A.M., & Klingensmith, J.E. (1971). A dimensional analysis of college student satisfaction. Measurement and Evaluation in Guidance, 4(2), 99-106
Brazilian Market Research Association (ABEP). (2020). Brazilian Economic Classification Criteria (Brazilian Criteria)
Brown, T.A. (2015). Statistical power and sample size. In Confirmatory Factor Analysis for Applied Research (2° ed.). The Guilford Press
Burgess, A., Senior, C., & Moores, E. (2018). A 10-year case study on the changing determinants of university student satisfaction in the UK. PLoS One, 13(2), e0192976. https://doi.org/10.1371/journal.pone.0192976
Carvalho, V.O., Conceição, L.S.R., & Gois, M.B. (2020). COVID-19 pandemic: Beyond medical education in Brazil. Journal of Cardio Surgery, 35(6), 1170-1171. https://doi.org/10.1111/jocs.14646
Casanova, J.R., Cervero, A., Núñez, J.C., Almeida, L.S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255
Esperedião, M.A., & Trad, L.A.B. (2006). User satisfaction assessment: theoretical and conceptual concerns. Caderno de Saúde Pública, 22(6), 1267-1276
Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50
Furlani, L.M.T. (2012). Autoridade do professor: meta, mito ou nada disso? (9 ed., Vol. 45). Cortez
Gagnon, K., Young, B., Bachman, T., Longbottom, T., Severin, R., & Walker, M.J. (2020). Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a 'New Normal'. Phys Ther, 100(8), 1268-1277. https://doi.org/10.1093/ptj/pzaa096
Hu, L.-t., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/Doi 10.1080/10705519909540118
Imbernón, F. (2009). A educação no século XXI: Os desafios do futuro imediato (1 ed.). Artmed
Kline, R. B. (2016). Principles and practice of structural equation modeling. The Guilford Press
Libâneo, J.C. (2009). As teorias pedagógicas modernas revisitadas pelo debate contemporâneo na educação. In A. Santos & J.C. Libâneo (Eds.), Educação na era do conhecimento em rede e transdisciplinaridade (2 ed.). Alínea
Lozoya, R.M., Caballero, V.G., Montoya, I.M., Vela, R.J., Quiles, Á.S., & Ferrandiz, E.F. (2019). Validação de um questionário de satisfação sobre a formação prática de estudantes de enfermagem. Revista Latino-Americana de Enfermagem, 27(3206), 1-9
Marôco, J. (2021). Análise de equações estruturais (3ª ed.). ReportNumber
Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, S. W., Sit, P. S., Cheung, K. C., Maloa, B., Ilic, I. S., Smith, T. J., & Campos, J. A. D. B. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout? PLoS One, 15(10), e0239816. https://doi.org/10.1371/journal.pone.0239816
Marôco, J., Marôco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student's engagement: development of the University Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29(0), 1-12
Muthén, L. K., & Muthén, B. O. (1998). Mplus User’s Guide. In. Los Angeles, CA
Noel, L. (1994). Student Satisfaction Inventory (SSI). Available from: http://www.ruffalonl.com/about-ruffalo-noel-levitz?from=MegaNav
Ramos, A.M., Barlem, J.G.T., Lunardi, V.L., Barlem, E.L.D., & Silveira, R. (2015). Satisfaction with academic experience among graduate nursing students. Texto contexto- Enfermagem, 24(1), 187-195
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12(4), e7541. https://doi.org/10.7759/cureus.7541
Santos, A.A.A., Polydoro, S.A.J., Scortegagna, S.A., & Linden, M.S.S. (2013). Integração ao ensino superior e satisfação acadêmica em universitários. Psicologia: Ciência e profissão 33(4), 780-793
Santos, A.A.A., & Suehiro, A.C.B. (2007). Instrumentos de avaliação da integração e da satisfação acadêmica: Estudo de validade. Revista Galeco- Portuguesa de Psicoloxia e Educación, 14(1)
Santos, A.A.A., Zanon, C., & Ilha, V.D. (2019). Self-efficacy on higher education: Its predictive role to satisfaction with academic experience. Estudos de Psicologia, 36(160077), 1-9
Santos, B.S. (2011). A universidade no século XIX: para uma reforma democrática e emancipatória da universidade (3 ed.). Cortez
Schleich, A.L.R., Polydoro, S.A.J., & Santos, A.A.A. (2006). Escala de satisfação com a experiência acadêmica de estudantes de ensino superior. Avaliação Psicológica, 5(1), 11-20
Silva, R.G., & Figueiredo-Braga, M. (2018). Evaluation of the relationship among happiness, stress, anxiety, and depression in pharmacy students. Currents in Pharmacy Teaching and Learning, 10(7), 903-910
Silva, R. G., & Figueiredo-Braga, M. (2019). The roles of empathy, attachment style, and Burnout in pharmacy students' academic satisfaction. American Journal of Pharmaceutical Education, 83(5), 6706. https://doi.org/10.5688/ajpe670
Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., & Misra, S. (2020). Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian Pediatrics, 57(7), 678-679. https://doi.org/10.1007/s13312-020-1899-2
Slimani, L., Hammidi, L., Jhilal, F., Nejjari, C., & Ahid, S. (2021). Satisfaction of pharmacy students with e-learning approach in the University of Health Sciences Casablanca, Morocco during COVID-19 lockdown. Pharmacy Education, 21, 495-503
Soares, A. P., & Almeida, L. S. (2011). Questionário de Satisfação Acadêmica (QSA). Instrumentos e contextos de avaliação psicológica, 103-124
Soares, A.P., Vasconcelos, R., & Almeida, L. S. (2002). Adaptação e satisfação na universidade: apresentação e validade do Questionário de Satisfação Acadêmica (QSA). In (pp. 153-165). Contextos e dinâmicas da vida acadêmica: Guimarães: Universidade do Minho Conselho Acadêmico
Suehiro, A.C.B., & Andrade, K.S. (2018). Satisfação com a experiência acadêmica: um estudo com universitários do primeiro ano. Psicologia em Pesquisa, 12(2), 1-10
