The Influence of Academic Resilience and Academic Self-Efficacy Upon Academic Achievement in Medical Laboratory Science Education

Justin R Rhees

doi:10.29074/ascls.2024003239

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Table 1.

Sample characteristics of medical laboratory students in F2F and online educational settings

	F2F	Online
Variable	n (%)	n (%)
Gender
Female	53 (64.63)	81 (89.01)
Male	27 (32.92)	10 (10.99)
Nonbinary/other	2 (2.43)	0 (0)
Ethnicity
Arabic or Middle Eastern	1 (1.22)	3 (3.30)
Asian or Asian American	20 (24.39)	8 (8.79)
Black or African American	2 (2.43)	4 (4.40)
Hispanic or Latino	6 (7.32)	2 (2.20)
Native American or Alaska Native	1 (1.22)	4 (4.40)
Native Hawaiian or Other Pacific Islander	0 (0)	1 (1.10)
White or European American	51 (62.96)	67 (73.63)
Some other race, ethnicity, or origin	1 (1.22)	2 (2.20)
Employment
Not employed	25 (30.49)	0 (0)
Employed part time	45 (54.88)	12 (13.19)
Employed full time	12 (14.63)	79 (86.81)
Employed in a medical laboratory or related field	38 (46.34)	87 (95.60)
Employed in another field	19 (23.17)	4 (4.40)

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Table 2.
Means and SDs of ARS-30 scores, MLSQ subscale scores, and GPA for F2F and online MLS students
Variable F2F (n = 82) Online (n = 91)
ARS-30 score 118.68 (15.60) 119.75 (20.39)
MLSQ subscale score 47.20 (7.71) 46.88 (7.33)
GPA 3.62 (0.29) 3.49 (0.38)
Note: Standard deviations (SDs) in parentheses.

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Table 3.

Binomial logistic regression predicting likelihood of educational setting based on academic resilience, academic self-efficacy, GPA, age, and gender

							95% CI for Exp(B)
Model	B	SE	Wald	df	p	Exp(B)	Lower	Upper
Academic resilience	0.003	0.01	.05	1	.82	1.00	0.98	1.03
Academic self-efficacy	−0.005	0.03	.023	1	.88	0.10	0.94	1.06
GPA	−1.21	0.63	3.66	1	.06	0.30	0.09	1.03
Age	0.184*	0.03	30.99	1	< .01	1.20	1.13	1.28
Gender	−1.52*	0.51	8.92	1	< .01	0.22	0.08	0.59

*Note: CI, confidence interval; B, unstandardized regression weight; SE, standard error of the coefficient; df, degrees of freedom; Exp(B), odds ratio.