Ahvaz Jundishapur University of Medical Sciences , shakurnia@yahoo.com
Abstract: (2360 Views)
Introduction: Defining the factors influencing the students’ academic failure and timely identification of high-risk students, one can prevent the loss of money and manpower. The purpose of this study was to explore the educational and psychological characteristics of students as predictors of students’ academic failure in Ahvaz University of Medical Sciences
Methods: This cross - sectional case-control study was conducted on 73 failed and 73 non-failed students in the academic year 1396. To collect data, seven questionnaires including Kolb's learning styles, Rosenberg self-esteem, academic burnout, self-efficacy, life satisfaction, spiritual well-being and academic stresses were used. These standard questionnaires had a good validity and reliability. Data were analyzed using synchronous and step-by-step manner, and in the accreditation section, using Cronbach's alpha and confirmatory factors analysis.
Results: The mean and standard deviation of failed and unfailed students' age was 22.11±3.03 and 21.67±3.32 years, respectively. 33 (45.2%) of the failed students were female and 69 (94.5%) were single. Educational variables were the average grade of the diploma and the quota of the exam and the psychological variables of educational conditions, religious health and converging learning style in predicting group membership had a role, and none of the other variables had any role in predicting group membership in a step-by-step approach.
Conclusion: Regarding the role of some variables as the main factors influencing the students’ academic failure, it seems indispensable to prevent students' academic failure by identifying students at risk and adopting supportive approaches to their vulnerability
Methods: This cross - sectional case-control study was conducted on 73 failed and 73 non-failed students in the academic year 1396. To collect data, seven questionnaires including Kolb's learning styles, Rosenberg self-esteem, academic burnout, self-efficacy, life satisfaction, spiritual well-being and academic stresses were used. These standard questionnaires had a good validity and reliability. Data were analyzed using synchronous and step-by-step manner, and in the accreditation section, using Cronbach's alpha and confirmatory factors analysis.
Results: The mean and standard deviation of failed and unfailed students' age was 22.11±3.03 and 21.67±3.32 years, respectively. 33 (45.2%) of the failed students were female and 69 (94.5%) were single. Educational variables were the average grade of the diploma and the quota of the exam and the psychological variables of educational conditions, religious health and converging learning style in predicting group membership had a role, and none of the other variables had any role in predicting group membership in a step-by-step approach.
Conclusion: Regarding the role of some variables as the main factors influencing the students’ academic failure, it seems indispensable to prevent students' academic failure by identifying students at risk and adopting supportive approaches to their vulnerability
Keywords: Academic Failure, Medical Sciences students, Psychological characteristics, learning methods, mental health, Self-esteem, Student stressors, Academic burnout
Type of Study: Original research article |
Subject:
Educational Management
Received: 2019/01/26 | Accepted: 2019/09/3 | Published: 2019/04/15 | ePublished: 2019/04/15
Received: 2019/01/26 | Accepted: 2019/09/3 | Published: 2019/04/15 | ePublished: 2019/04/15
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |