Research Center for Social Determinants of Health, Professor of Medical Education Department, Jahrom University of Medical Sciences, Jahrom, Iran.
Department of E-learning in Medical Sciences, Virtual School and Center of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran.
BMC Med Educ. 2024 Nov 19;24(1):1330. doi: 10.1186/s12909-024-06300-6.
Amid the COVID-19 pandemic, students increasingly used online platforms with webcams, leading to a phenomenon known as Zoom dysmorphia, where users felt discomfort regarding their appearance. This study aimed to explore how students' self-efficacy and dysmorphic concern influence zoom dysmorphia.
This cross-sectional correlational study was conducted in 2021-2022 at Jahrom University of Medical Sciences, IRAN. The study employed three questionnaires: Zoom dysmorphia (31-items), Self-efficacy (17-items), and Dysmorphic Concern (7-items). Data collection was done using an online questionnaire, and the sample size was estimated at 250 based on Cochran's formula. Questionnaires were sent through students' emails and randomly stratified across different faculties. The data were analyzed using IBM SPSS Statistics (Version 24), utilizing one-sample t-tests, independent groups t-tests, ANOVA, Pearson's correlation, and linear regression techniques.
Out of the 250 online questionnaires distributed, 179 participants completed them fully. The overall mean score for Zoom Dysmorphia was 65.93 ± 24.82, indicating a moderate level. Students exhibited a moderate level of self-efficacy (57.70 ± 11.75), while the dysmorphic concern score had a mean of 6.26 ± 9.74, lower than the cut-off point. The strongest correlations with the total score of zoom dysmorphia and its subscales were found with metacognitive control strategies (r = 0.95), Coalition of thought (r = 0.91), positive and negative metacognitive beliefs (r = 0.89), and Safety behaviors (r = 0.77). Self-efficacy had a reducing effect as a predictor on zoom dysmorphia (r = 0.26), while dysmorphic concern had a positive correlation and an increasing effect on zoom dysmorphia (r = 0.74). Gender and field of study did not show a relationship with zoom dysmorphia (p > 0.05). The moderating variable of self-efficacy had a diminishing effect on the impact of dysmorphic concern on zoom dysmorphia.
While it is important to improve technological proficiency and self-efficacy, addressing dysmorphic concern through cognitive interventions and psychological support is crucial in managing zoom dysmorphia.
在 COVID-19 大流行期间，学生越来越多地使用带摄像头的在线平台，导致了一种被称为“Zoom 畸形”的现象，即用户对自己的外貌感到不适。本研究旨在探讨学生的自我效能感和畸形关注如何影响“Zoom 畸形”。
这是一项在 2021-2022 年于伊朗 Jahrom 医科大学进行的横断面相关性研究。该研究使用了三个问卷：Zoom 畸形（31 项）、自我效能感（17 项）和畸形关注（7 项）。使用在线问卷收集数据，根据 Cochran 公式估计样本量为 250。问卷通过学生的电子邮件发送，并随机分层到不同的学院。使用 IBM SPSS Statistics（版本 24）分析数据，采用单样本 t 检验、独立样本 t 检验、方差分析、Pearson 相关和线性回归技术。
在发放的 250 份在线问卷中，有 179 名参与者完整填写了问卷。Zoom 畸形的总分平均得分为 65.93±24.82，表明处于中度水平。学生表现出中等水平的自我效能感（57.70±11.75），而畸形关注的平均得分为 6.26±9.74，低于临界点。与 Zoom 畸形及其分量表总分相关性最强的是元认知控制策略（r=0.95）、联合思维（r=0.91）、正性和负性元认知信念（r=0.89）和安全行为（r=0.77）。自我效能感作为一个预测变量对 Zoom 畸形有减少作用（r=0.26），而畸形关注对 Zoom 畸形有正相关和增加作用（r=0.74）。性别和学科领域与 Zoom 畸形没有关系（p>0.05）。自我效能感的调节变量对畸形关注对 Zoom 畸形的影响有减弱作用。
在提高技术熟练度和自我效能感的同时，通过认知干预和心理支持来解决畸形关注，对于管理“Zoom 畸形”至关重要。
