Aug 2026· Frontiers in Psychology· Vol 17· 0 citations· 39 references
TL;DR
An Extended Theory of Planned Behavior incorporating Perceived Value (Extended TPB) model is constructed, introducing “Perceived Value” as a central psychological mediator to explore the cognitive and motivational mechanisms driving students’ intentions to participate in SET.
Abstract
Student Evaluation of Teaching (SET) is essential for educational development; however, it increasingly suffers from survey fatigue and perfunctory responses, particularly among medical students facing high academic stress and cognitive loads. Traditional behavioral theories often overlook the psychological appraisal of “cost–benefit” in students’ decision-making processes. To address this gap, this study constructed an Extended Theory of Planned Behavior incorporating Perceived Value (Extended TPB) model, introducing “Perceived Value” as a central psychological mediator to explore the cognitive and motivational mechanisms driving students’ intentions to participate in SET.
A cross-sectional survey was conducted among 3,365 undergraduate medical students at a medical university in China. Data were collected using validated scales measuring attitude, subjective norm, perceived behavioral control, perceived value, and behavioral intention. Structural Equation Modeling (SEM) was utilized to test the theoretical model, and a Bootstrapping approach with 5,000 resamples was applied to examine mediating effects.
The Extended TPB model demonstrated an excellent fit and high explanatory power, accounting for 95.9% of the variance in SET behavioral intention. Perceived value exerted a strong positive predictive effect on behavioral intention (
β
= 0.979,
p
< 0.001). Attitude (
β
= 0.498), perceived behavioral control (
β
= 0.333), and subjective norm (
β
= 0.141) significantly and positively influenced perceived value. Furthermore, perceived value served as a crucial partial mediator between the three TPB antecedents and behavioral intention. Notably, senior students facing clinical rotations exhibited the lowest intention to evaluate.
Perceived value acts as a critical psychological “gatekeeper” in behavioral decision-making. Stimulating intrinsic motivation (attitude) and reducing cognitive load (perceived behavioral control) are far more effective than imposing external Controlled motivation (subjective norm). To mitigate survey fatigue, educational institutions must foster “student agency” by establishing transparent closed-loop feedback systems, thereby rebuilding the perceived psychological utility of evaluations.
Under the “New Medical Science” initiative, the educational assessment system in medical colleges and universities is facing structural issues, such as an overemphasis on quantifiable indicators that neglects students' learning processes and outcomes, and a lack of in-depth evaluation of innovative capabilities and interdisciplinary comprehensive application skills. Enhancing students' initiative and literacy in participating in assessment, and promoting the diversification and scientific design of assessment mechanisms, have become core demands for adapting to educational assessment reform in the new era. Integrating the Theory of Planned Behavior and Self-efficacy Theory, this paper explores the relationships and interaction mechanisms among subjective norms, self-efficacy, assessment literacy, and willingness to participate in assessment. Using a stratified random sample of 248 second- to fourth-year medical students from Kangda College, Nanjing Medical University, the study employs correlation analysis, regression analysis, and mediation testing. The results show that subjective norms, self-efficacy, and assessment literacy are significantly and positively associated with students' willingness to participate in assessment. Furthermore, assessment literacy plays a partial mediating role in the impact paths of subjective norms and self-efficacy on assessment willingness. Notably, the mediating effect is slightly stronger in the self-efficacy pathway than in the subjective norms pathway, suggesting a resource-gain spiral mechanism. Targeted recommendations are proposed accordingly: focusing on assessment literacy to strengthen the cultivation of students' assessment capabilities; expanding students' opportunities for assessment participation based on accumulated experience; clarifying responsibilities to create a conducive ecosystem for academic assessment; and optimizing the construction of the academic assessment system by leveraging the effectiveness of assessment practices.
University students frequently encounter significant psychological distress stemming from academic demands, yet the specific predictors of their need for professional counseling services remain underexplored, particularly in under-resourced higher education contexts such as Papua, Indonesia. This study aimed to examine whether academic workload and academic burnout jointly and partially predict students' counseling needs at the Faculty of Teacher Training and Education, Universitas Cenderawasih. A quantitative survey design was employed with a sample of 147 third-semester students selected through purposive sampling from 14 study programs. Data were collected using validated self-report instruments (Aiken's V = 0.952; α = 0.961) and analyzed using multiple linear regression. The regression model was significant, with both predictors jointly accounting for 24.9% of the variance in counseling needs (F = 24.038, p < .001, R² = 0.249). However, partial analysis revealed that only academic burnout emerged as a significant predictor (β = 0.467, p < .001), while academic workload was not statistically significant (β = 0.129, p = .078). Academic burnout, rather than workload per se, is the primary driver of students' counseling needs, suggesting that counseling interventions should prioritize burnout-specific strategies such as cognitive restructuring, stress management, and psychoeducation over workload reduction alone. These findings provide an empirical basis for designing targeted, evidence-based counseling services in higher education. Limitations include the cross-sectional design, reliance on self-report data, single-institution sampling, and a low response rate (14.7%), which may affect generalizability.
Keywords: academic workload, burnout, counseling needs, higher education, university students
While burnout is being increasingly noted in educational contexts, the existing research primarily focuses on professional settings. Rising academic demands have exposed students to high workloads and psychological distress. Academic burnout is defined as exhaustion, disengagement, and low feelings of professional competence, which negatively affect students' well-being, motivation, and subsequent career prospects. In this study, we aimed to examine lifestyle and psychological predictors to help explain burnout among high school and university students in Pakistan, as well as the potential application of machine learning in early detection. We hypothesized that sleep, screen time, and mental exhaustion would each be robust predictors of the risk of burnout, and that predictive modeling has the capacity to classify at-risk students accurately. We used an online survey with 74 high school and university students (ages 12-25) to measure demographics, sleep duration, screen exposure, coping strategies, motivation, and fatigue. We analyzed the data using statistical analyses, and applied the scikit-learn machine learning module in Python for predictive modeling. Overall, sleep duration was negatively related to burnout, while mental fatigue was the strongest positive predictor of burnout. Screen time exposure only had a weak, non-significant association with burnout once other variables were accounted for. Additionally, there were some gender differences, with males exhibiting lower levels of burnout, although effect sizes were modest. Lastly, machine learning predictive models were accurate at classifying risk for students, with particular success from the Random Forest algorithm, demonstrating the potential for predictive analytics in the well-being of students.
E. Cressweli Baber, Muhammad Talha Malik· Journal of emerging investig...· 0 citations
The aim of the study is to determine the role of psychological factors in shaping students’ academic success and to assess their level of influence based on empirical indicators. The study was based on a quantitative approach, and data were collected through a survey prepared on a five-point Likert scale. The survey assessed academic self-confidence, motivation, self-management and planning, stress and emotional tension, emotional stability, as well as socio-psychological support. Descriptive statistics, averages and percentage comparisons were used in the analysis of the data. According to the results, social and psychological support (M=4.24), motivation (M=4.23) and academic self-confidence (M=4.00) were identified as the main psychological resources that enhance students’ academic performance. The obtained indicator for stress and emotional tension (M=3.68) showed that academic pressure can negatively affect students’ attention, emotional well-being and activity continuity. The results on self-management and planning (M=3.49), emotional stability (M=3.37) and reverse-directional items (M=3.07) revealed the existence of development needs in the areas of time management, recovery of motivation after failure and emotional regulation. The study substantiates that academic success is a multi-component process formed not only by cognitive abilities and knowledge level, but also by interconnected psychological and social mechanisms. The obtained results necessitate the strengthening of psychological counseling services in universities, the implementation of stress management programs and the application of targeted interventions that develop students’ motivation, self-regulation and academic self-confidence skills.
The rapid shift to online learning has profoundly changed higher education, offering increased flexibility and access, but also with new challenges that may impact students' mental health. The purpose of this concept paper is to suggest a conceptual framework for exploring the relationship between online learning factors and mental health issues of Universiti Teknologi Mara (UiTM) students. This study explored how academic load, internet connectivity, learning environment, time management, emotional and social support impact students' stress and anxiety in an online learning context. The proposed framework is grounded in the transactional theory of stress and coping and General Adaptation Syndrome (GAS) that provides insights into the students viewpoint, coping and responses to academic and environmental stress over a prolonged period. The study utilized quantitative research methodology which was carried out by using a structured questionnaire and sent to the students of UiTM who have experienced online learning. Data will be analysed using descriptive statistics and inferential analyses using the Statistical Package for the Social Sciences (SPSS). This concept paper builds upon the existing literature by bringing together a number of online learning factors, as they relate to the larger picture of understanding students' mental health in higher education. The proposed study should yield valuable lessons for university leadership, teachers and policy makers when designing interventions, enhancing students support resources, and establishing a healthy supportive online learning environment.
Hairunnisa Ma’amor, Nur Idayu Badrolhisam, Norhidayah Mohd Rashid et al.· International journal of res...· 0 citations
The increasing global burden of chronic diseases, disability, and population aging highlights the growing need for well-prepared rehabilitation professionals. Educational experiences play an important role in shaping students’ perceived knowledge, attitudes, and motivation, which are key components of professional development. In Iran, many students enter rehabilitation programs with limited prior exposure to the field. This study aimed to evaluate the effect of the Principles of Rehabilitation course on undergraduate students’ perceived knowledge, attitude, and motivation, and to explore differences associated with early clinical exposure.
A quasi-experimental pretest–posttest design was conducted among 184 undergraduate students in physiotherapy, occupational therapy, speech therapy, and audiology at Tabriz University of Medical Sciences. First-year students (
n
= 107) completed the Rehabilitation Sciences Knowledge, Attitude, and Motivation (RS-KAM) questionnaire before and after the course. Physiotherapy students who had not yet taken the course served as the control group. Third-year students (
n
= 77) completed a single assessment for cross-sectional comparison. The primary analysis compared change scores between intervention and control groups. Secondary analyses included within-group comparisons, cross-sectional analyses, and correlation assessments.
Between-group analysis showed a significant difference in attitude change, with the intervention group demonstrating a more positive shift compared with the control group (
p
= 0.001). No significant between-group differences were observed for perceived knowledge or motivation. In both groups, perceived knowledge increased over time, while motivation decreased. Cross-sectional comparisons indicated that third-year students reported higher perceived knowledge but lower motivation than first-year students. Positive correlations among perceived knowledge, attitude, and motivation were observed, particularly among first-year students.
The
Principles of Rehabilitation
course was associated with improved student attitudes but did not result in greater gains in perceived knowledge or motivation compared with controls. These findings suggest that structured educational experiences may contribute to the development of professional attitudes, while perceived knowledge may be influenced by both formal and informal learning experiences. The observed decline in motivation highlights the importance of educational strategies that support students’ motivation alongside their academic and professional development.
M. Maleki, Bahram Amirshakeri, Ali Jahan et al.· BMC Medical Education· 0 citations
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