Relationship between the sense of coherence, self-directed learning readiness, and academic performance in Malaysian undergraduate dental students.

BACKGROUND

Stress and low psychological well-being among students in higher education impact their academic performance. The purpose of this study was to determine the relationship between SOC, SDLR, and academic performance in year 3, 4, and 5 undergraduate dental students.

MATERIALS AND METHODS

Two hundred and ten students completed a validated questionnaire on SOC and SDLR. The percentage of marks obtained by these students in their year-end examination was used as their academic performance. The SOC scores were further divided into three hierarchical clusters using cluster analysis. The data were analyzed to determine the difference in the SDLR scores and academic performance among the three clusters. Furthermore, the relationship between SOC scores, SDLR scores, and academic performance was assessed.

RESULTS

The SDLR scores significantly increased from the low SOC cluster to the high SOC cluster ( = 0.026). However, there was no significant change in academic performance. A positive relationship was found between the SOC and the academic performance ( = +0.025; > 0.05). The SDLR had a significant positive relationship with both SOC and academic performance ( = +0.27; < 0.001).

CONCLUSION

Although SOC may not have a direct influence on academic performance, SDLR can play an intermediary role. Early identification and timely intervention in students with a weak SOC and low SDLR can have a beneficial influence on their academic life.