Iranian Journal of Medical Education

Introduction: Learning environment has an important role in the process of teaching and learning. The purpose of this study was to examine the effects of students’ perception of the learning environment on their academic vitality and motivation in Birjand University of Medical Sciences in 2014-15 academic years.

Methods: This paper is a descriptive correlational research. The statistical population consisted of all students of Birjand University of Medical Sciences of whom 269 students were selected based on Morgan table and through multi-stage cluster sampling. Data collection tools were standardized questionnaires of perception of the learning environment, academic vitality and motivation. Simple and multiple regressions were employed for data analysis.

Results: Findings showed that students’ perceptions of the learning environment would predict their academic vitality (R=0.188, R2=0.035, p<0.01). Regression coefficients indicated that the components perception of one’s own scientific capability (p=0.01) and of educational environment (p=0.01) had a more significant role in predicting academic vitality. Students’ perceptions of the learning environment could significantly predict their academic motivation (R=0.24, R2=0.06, p<0.01). Calculation of regression coefficients revealed that the components perception of learning (p=0.04) and of teachers (p=0.03) had a significant role in predicting academic motivation.

Conclusion: Given the role of perception of the learning environment in predicting students’ academic vitality and motivation, it is important to pay attention to the role and adjustment of academic environments.