ArticleBMC medical education2026
Effects of optimism and self-efficacy on subjective well-being: the mediating role of psychological well-being at work in health sciences faculty.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTeacher well-being is a critical component for achieving academic quality; however, few studies have identified the psychological factors that explain this well-being within the context of health sciences education. This study aims to propose and validate an explanatory model of teacher well-being based on teacher self-efficacy, dispositional optimism, and psychological well-being at work.
methodA cross-sectional study was conducted with the collaboration of 189 professors of medicine and health sciences from a Mexican university. The constructs studied were measured using the Satisfaction with Life, Positive and Negative Experience, Psychological Well-being, and Teacher Self-Efficacy scales. The psychometric properties of the instruments were determined through Confirmatory Factor Analysis and Cronbach's alpha and McDonald's omega coefficients. The explanatory model was tested using Structural Equation Modeling.
resultsThe scales demonstrated the necessary psychometric properties to yield valid and reliable data. The proposed model obtained excellent fit indices (χ² = 197, df = 165, p = .045; χ²/df = 1.19; RMSEA = 0.03 [95% CI: 0, 0.05], p-close = 0.970, SRMR = 0.06, GFI = 0.99; CFI = 0.99, TLI = 0.99, NFI = 0.99, IFI = 0.99). The findings indicate that teacher self-efficacy and optimism, mediated by psychological well-being at work, successfully predict subjective well-being. Although the direct effect of teacher self-efficacy on subjective well-being was not confirmed, its indirect effect through psychological well-being at work was identified. This model explains 57.1% of the variance in the subjective well-being of medicine and health sciences professors.
conclusionsThis study provides an explanatory model of subjective well-being among medicine and health sciences professors, as well as scales with psychometric evidence to measure the constructs comprising said model. The findings serve as input to guide interventions or faculty development programs aimed at increasing teacher well-being.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.