AMİNE ATAÇ MUAMMER ÇORUM EMİNE NUR ÇORUM ESRA PEHLİVAN ZUHAL KUNDURACILAR
Bandırma Onyedi Eylül Üniversitesi Sağlık Bilimleri ve Araştırmaları Dergisi - 2023;5(3):230-239
Aim: The study was designed based on the hypothesis that the online education process affected students’ communication skills, burnout, self-confidence, and academic self-efficacy during the COVID-19 period. We aimed to investigate students’ communication skills, burnout, self-esteem, and academic self-sufficiency in the online education process during the COVID-19 period. Material and Method: In our study, undergraduate students between the ages of 18-25 who are continuing their academic training in Istanbul were included. The burnout level of the participants was evaluated using the Maslach Burnout InventoryStudent Form, self-esteem Rosenberg Self-Esteem Scale, communication ability Communication Skills Scale, and academic competence using the Academic Self-Efficacy Scale. Results: 220 students were included in the research. 170 males (77.3%) and 50 females (22.7%) who met the inclusion criteria, were analyzed. According to the results of Pearson correlation analysis, a positive moderate correlation (r=0.448, p<0.001) between participants’ burnout level scores and self-esteem scores, and a moderate negative correlation was found with academic self-efficacy scores (r=-0.451, p<0.001). Conclusion: According to other studies in the literature, in our results, students’ communication skills and academic self-efficacy are at the forefront during the COVID-19 period of the online education process. It can be said that more research is needed on how to improve communication skills and social interaction to improve academic self-efficacy.
