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Peer-reviewedCC BY-NCJournal of Medical Education Development

Cognitive distortions and academic performance among undergraduate medical students in Pakistan: a cross-sectional study

  • Muhammad Rahman1
  • Nabiha Asif2
  • Sumera Gul1
  1. 1Department of Physiology, Wah Medical College (NUMS), Wah Cantt, Pakistan
  2. 2Department of Medicine, Sahara Medical College (UHS), Narowal, Pakistan
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Abstract

Background & Objective: Cognitive distortions are maladaptive thinking patterns that may impair learning, academic performance, and emotional well-being. Medical students are particularly vulnerable due to high academic pressure. Evidence on their prevalence and academic impact remains limited. This study aimed to assess the correlation between cognitive distortions and the academic success of medical students using the previous year's professional exam results. Materials & Methods: This cross-sectional study was conducted among 242 MBBS students and recent graduates using the 25-item Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The internal consistency of the scale was assessed using Cronbach's alpha. To examine associations with academic performance, we employed Pearson correlation and multiple regression analyses, using the participants' previous professional examination scores as the outcome variable. Results: The mean CDS-AA score was 81.51 (SD = 11.87); 16% showed high distortion levels. Total CDS-AA scores were negatively correlated with previous professional examination score (%) (r = −0.417, p < 0.001). Catastrophizing was independently associated with lower previous professional examination score (%) (B = −0.441, p = 0.003). Conclusion: Cognitive distortions, particularly catastrophizing, are associated with poorer academic achievement among medical students. Early identification of cognitive distortions and academic counselling are needed to support student well-being and academic performance.

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Cite

BibTeXRIS
BibTeX
@article{rahman2026cognitive,
  title = {{Cognitive distortions and academic performance among undergraduate medical students in Pakistan: a cross-sectional study}},
  author = {Muhammad Rahman and Nabiha Asif and Sumera Gul},
  journal = {Journal of Medical Education Development},
  year = {2026},
  month = aug,
  doi = {10.66224/edcj.19.3.88},
  url = {https://doi.org/10.66224/edcj.19.3.88},
  note = {CC BY-NC},
}
RIS
TY  - JOUR
TI  - Cognitive distortions and academic performance among undergraduate medical students in Pakistan: a cross-sectional study
AU  - Muhammad Rahman
AU  - Nabiha Asif
AU  - Sumera Gul
PY  - 2026
DA  - 2026/08/01
JO  - Journal of Medical Education Development
DO  - 10.66224/edcj.19.3.88
UR  - https://doi.org/10.66224/edcj.19.3.88
AB  - Background & Objective: Cognitive distortions are maladaptive thinking patterns that may impair learning, academic performance, and emotional well-being. Medical students are particularly vulnerable due to high academic pressure. Evidence on their prevalence and academic impact remains limited. This study aimed to assess the correlation between cognitive distortions and the academic success of medical students using the previous year's professional exam results. Materials & Methods: This cross-sectional study was conducted among 242 MBBS students and recent graduates using the 25-item Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The internal consistency of the scale was assessed using Cronbach's alpha. To examine associations with academic performance, we employed Pearson correlation and multiple regression analyses, using the participants' previous professional examination scores as the outcome variable. Results: The mean CDS-AA score was 81.51 (SD = 11.87); 16% showed high distortion levels. Total CDS-AA scores were negatively correlated with previous professional examination score (%) (r = −0.417, p < 0.001). Catastrophizing was independently associated with lower previous professional examination score (%) (B = −0.441, p = 0.003). Conclusion: Cognitive distortions, particularly catastrophizing, are associated with poorer academic achievement among medical students. Early identification of cognitive distortions and academic counselling are needed to support student well-being and academic performance.
SN  - 2251-9521
SN  - 2980-7670
ER  -