Assessment rubrics, learning and academic well-being at university: a study in Neuro-physiotherapy from the study demands-resources model
Supporting Agencies
- Vice Chancellor’s office for Employment and Training Programs of the University of Valencia
Abstract
The development of manual skills is essential in health sciences degrees. Based on the Study Demands-Resources (SDR) model, this paper analyzes how Physical Therapy students evaluate a set of assessment rubrics aimed at promoting the acquisition of manual skills in Neuro-physiotherapy, and their relationship with students’ academic engagement and burnout, satisfaction and learning outcomes. The participants were 218 undergraduates (average age 21.4 years) from a great Spanish university. The study analyzes the relationship and predictive capacity of three variable sets (socio-demographic, SDR, engagement and academic burnout) on satisfaction and academic achievement in the Neuro-physiotherapy subject. Pearson’s correlation coefficients and multiple hierarchical regressions were used for analysis. The rubrics’ usefulness for learning the manual skills involved is highly valued by students, a relevant issue considering their breadth, specificity and complexity. As expected, the SDR variables are correlated with engagement-burnout, and with satisfaction and academic results. The predictive and incremental validity of the different blocks of variables on both criteria, especially of engagement and academic burnout, is confirmed. The results emphasize the rubrics’ usefulness to promote students’ learning and academic satisfaction, as well as the determinant role of engagement and academic burnout on the students’ well-being, psychological functioning and learning outcomes.
Downloads
-
Abstract330
-
pdf180
References
Andrade, H. L. (2023). What Is Next for Rubrics?: A Reflection on Where We Are and Where to Go From Here. In C. Gonsalves & J. Pearson (Eds.), Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn (pp. 314–326). IGI Global. https://doi.org/10.4018/978-1-6684-6086-3.ch017
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A., Demerouti, E., & Schaufeli, W. (2003). Dual processes at work in a call centre: An application of the job demands – resources model. European Journal of Work and Organizational Psychology, 12(4), 393–417. https://doi.org/10.1080/13594320344000165
Boada-Grau, J., Merino-Tejedor, E., Sánchez-García, J.-C., Prizmic-Kuzmica, A.-J., & Vigil-Colet, A. (2015). Adaptation and psychometric properties of the SBI-U scale for Academic Burnout in university students. Anales de Psicología / Annals of Psychology, 31(1), Article 1. https://dx.doi.org/10.6018/analesps.31.1.168581
Broetje, S., Jenny, G. J., & Bauer, G. F. (2020). The Key Job Demands and Resources of Nursing Staff: An Integrative Review of Reviews. Frontiers in Psychology, 11, 84. https://doi.org/10.3389/fpsyg.2020.00084
Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), Article 3. https://doi.org/10.1080/00131911.2014.929565
Castellanos-Ortega, A., Broch, M. J., Barrios, M., Fuentes-Dura, M. C., Sancerni-Beitia, M. D., Vicent, C., Gimeno, R., Ramírez, P., Pérez, F., & García-Ros, R. (2021). Acceptance and validity of the methods used to implement a competency based medical education programme in an Intensive Care Department of a teaching referral center. Medicina Intensiva (English Edition), 45(7), 411–420. https://doi.org/10.1016/j.medine.2019.12.011
Chen, X., Cai, Z., He, J., & Fan, X. (2020). Gender Differences in Life Satisfaction Among Children and Adolescents: A Meta-analysis. Journal of Happiness Studies, 21(6), 2279–2307. https://doi.org/10.1007/s10902-019-00169-9
Chinelato, R. S. D. C., Tavares, S. M. D. O. E. M., Ferreira, M. C., & Valentini, F. (2020). Percepción de las políticas organizacionales, clima de seguridad psicológica y compromiso con el trabajo: Un análisis cruzado usando modelos jerárquicos lineales. Anales de Psicología, 36(2), 348–360. https://doi.org/10.6018/analesps.368621
Chong, D. Y. K., Tam, B., Yau, S. Y., & Wong, A. Y. L. (2020). Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics. BMC Medical Education, 20(1), Article 1. https://doi.org/10.1186/s12909-020-02163-9
Claessens, B. J. C., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255–276. https://doi.org/10.1108/00483480710726136
Crissman, J. L., & Upcraft, M. L. (2004). The keys to first-year student persistence. In M. L. Upcraft, J. N. Gardner, & B. O. Barefoot, Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College (pp. 27–46). Jossey-Bass.
Del Rossi, L., Kientz, M., Padden, M., McGinnis, P., & Pawlowska, M. (2017). PEDIATRIC EDUCATION SPECIAL SERIES: A novel approach to pediatric education using interprofessional collaboration. Journal of Physical Therapy Education, 31(2), Article 2. https://doi.org/10.1097/00001416-201731020-00014
Denson, N., Loveday, T., & Dalton, H. (2010). Student evaluation of courses: What predicts satisfaction? Higher Education Research & Development, 29(4), Article 4. https://doi.org/10.1080/07294360903394466
Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69–76. https://doi.org/10.1016/j.stueduc.2017.03.003
Author (2012). Designing and using rubrics in higher education: An innovation project in the psychology degree. Electronic Journal of Research in Educational Psychology, 10(3), 1477–1492.
Author (2018). The Schoolwork Engagement Inventory: Factorial Structure, Measurement Invariance by Gender and Educational Level, and Convergent Validity in Secondary Education (12-18 Years). Journal of Psychoeducational Assessment, 36(6), 588–603. https://doi.org/10.1177/0734282916689235
Author (2021). Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction. International Journal of Environmental Research and Public Health, 18(9), 4957. https://doi.org/10.3390/ijerph18094957
Handeland, J. A., Prinz, A., Ekra, E. M. R., & Fossum, M. (2021). The role of manikins in nursing students’ learning: A systematic review and thematic metasynthesis. Nurse Education Today, 98, 104661. https://doi.org/10.1016/j.nedt.2020.104661
Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education, 39(7), Article 7. https://doi.org/10.1080/02602938.2013.875117
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002
Lesener, T., Gusy, B., & Wolter, C. (2019). The job demands-resources model: A meta-analytic review of longitudinal studies. Work & Stress, 33(1), 76–103. https://doi.org/10.1080/02678373.2018.1529065
Lesener, T., Pleiss, L. S., Gusy, B., & Wolter, C. (2020). The Study Demands-Resources Framework: An Empirical Introduction. International Journal of Environmental Research and Public Health, 17(14), 5183. https://doi.org/10.3390/ijerph17145183
Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2022). School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources. Social Psychology of Education, 25(6), 1545–1562. https://doi.org/10.1007/s11218-022-09730-6
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/0022-0663.82.4.760
Naidoo-Chetty, M., & Plessis, M. D. (2021). Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions. International Journal of Higher Education, 10(3), 268. https://doi.org/10.5430/ijhe.v10n3p268
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. http://dx.doi.org/10.1016/j.edurev.2013.01.002
Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: A Meta-analytic Review. Educational Psychology Review, 35(4), 113. https://doi.org/10.1007/s10648-023-09823-4
Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 311–326). Springer International Publishing. https://doi.org/10.1007/978-3-319-39211-0_18
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students (First edition). Jossey-Bass Publishers.
Pérez-Guillén, S., Carrasco-Uribarren, A., Celis, C. L., González-Rueda, V., Rodríguez-Rubio, P. R., & Cabanillas-Barea, S. (2022). Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy. BMC Medical Education, 22(1), 623. https://doi.org/10.1186/s12909-022-03651-w
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), Article 4. https://doi.org/10.1080/02602930902862859
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
Rosário, P., Lourenço, A., Paiva, M. O., Núñez Pérez, J. C., González-Pienda García, J. A., & Valle Arias, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. Anales de psicología, 28(1), 37–44. https://dialnet.unirioja.es/servlet/articulo?codigo=3782489
Rossettini, G., Rondoni, A., Palese, A., Cecchetto, S., Vicentini, M., Bettale, F., Furri, L., & Testa, M. (2017). Effective teaching of manual skills to physiotherapy students: A randomised clinical trial. Medical Education, 51(8), Article 8. https://doi.org/10.1111/medu.13347
Salanova Soria, M., Martínez Martínez, I. M., Bresó Esteve, E., Llorens Gumbau, S., & Grau Gumbau, R. (2005). Bienestar psicológico en estudiantes universitarios: Facilitadores y obstaculizadores del desempeño académico. Anales de Psicología, 21(1), 170–180. https://ibecs.isciii.es/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&src=google&base=IBECS&lang=e&nextAction=lnk&exprSearch=037815&indexSearch=ID
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School Burnout Inventory (SBI): Reliability and Validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48
Salmela-Aro, K., Tang, X., & Upadyaya, K. (2022). Study Demands-Resources Model of Student Engagement and Burnout. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of Research on Student Engagement (pp. 77–93). Springer International Publishing. https://link.springer.com/10.1007/978-3-031-07853-8_4
Salmela-Aro, K., & Upadaya, K. (2012). The Schoolwork Engagement Inventory. European Journal of Psychological Assessment, 28(1), Article 1. https://doi.org/10.1027/1015-5759/a000091
Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. British Journal of Educational Psychology, 84(1), 137–151. https://doi.org/10.1111/bjep.12018
Schmutz, A., Meyer, I., & Archer, E. (2021). Supervision interactions and student learning: How supervision can influence learning. Physiotherapy Theory and Practice, 37(2), 315–322. https://doi.org/10.1080/09593985.2019.1628139
Schnettler, B., Orellana, L., Sepúlveda, J., Miranda, H., Grunert, K., Lobos, G., & Hueche, C. (2017). Psychometric properties of the Multidimensional Students’ Life Satisfaction Scale in a sample of Chilean university students. Suma Psicológica, 24(2), Article 2. https://doi.org/10.1016/j.sumpsi.2017.06.001
Singh, J., Karanika-Murray, M., Baguley, T., & Hudson, J. (2020). A Systematic Review of Job Demands and Resources Associated with Compassion Fatigue in Mental Health Professionals. International Journal of Environmental Research and Public Health, 17(19), 6987. https://doi.org/10.3390/ijerph17196987
Skaalvik, C. (2020). Self-efficacy for instructional leadership: Relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit. Social Psychology of Education, 23(5), 1343–1366. https://doi.org/10.1007/s11218-020-09585-9
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Sravanam, S., Jacklin, C., McNelis, E., Fung, K. W., & Xu, L. (2022). Twelve tips for teaching neuroanatomy, from the medical students’ perspective. Medical Teacher, 1–9. https://doi.org/10.1080/0142159X.2022.2098097
Tappan, R. S., Hedman, L. D., López-Rosado, R., & Roth, H. R. (2020). Checklist-Style Rubric Development for Practical Examination of Clinical Skills in Entry-Level Physical Therapist Education. Journal of Allied Health, 49(3), Article 3. https://pubmed.ncbi.nlm.nih.gov/32877478/
Torres-Narváez, M.-R., Vargas-Pinilla, O.-C., & Rodríguez-Grande, E.-I. (2018). Validity and reproducibility of a tool for assessing clinical competencies in physical therapy students. BMC Medical Education, 18(1), Article 1. https://doi.org/10.1186/s12909-018-1377-x
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/10.1037/a0033898
Upadyaya, K., & Salmela-Aro, K. (2021). Positive Youth Development Through Student Engagement: Associations with Well-Being. In R. Dimitrova & N. Wiium (Eds.), Handbook of Positive Youth Development (pp. 361–374). Springer International Publishing. https://doi.org/10.1007/978-3-030-70262-5_24
Vermooten, N., Malan, J., Kidd, M., & Boonazier, B. (2021). Relational dynamics amongst personal resources: Consequences for employee engagement. SA Journal of Human Resource Management, 19. https://doi.org/10.4102/sajhrm.v19i0.1310
Vizoso, C. (2022). Teoría de las demandas y los recursos laborales en el profesorado. Una revisión sistemática. Aula Abierta, 51(3), 245–254. https://doi.org/10.17811/rifie.51.3.2022.245-254
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-Efficacy in Changing Societies (1st ed., pp. 202–231). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009
Copyright (c) 2025 Rafael García-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, M. Luz Sánchez-Sánchez
This work is licensed under a Creative Commons Attribution 4.0 International License.
About Copyright and Licensing, more details here.
