:: Volume 15 - ::
Iranian Journal of Medical Education 2015, 15 - : 460-474 Back to browse issues page
The Role of Students’ Social and Academic Integration in Their Evaluation of Faculties’ Educational Performance Quality in Shiraz University of Medical Sciences
Mehdi Mohammadi, Helena Ghatrei
, m48r52@gmail.com
Abstract:   (4661 Views)
Introduction: The purpose of this study was to explore the relationship between students’ social and academic integration and their evaluation of the faculties’ educational performance quality in Shiraz University of Medical Sciences. Methods: This descriptive-correlational study was performed on all students of Shiraz University of Medical Sciences. The participants (n = 431) were selected through two-stage cluster sampling method. The data was collected through the institutional integration questionnaire and faculties’ educational performance quality questionnaire. After verifying the validity and reliability of the questionnaires, they were distributed among students. The collected data were analyzed using structural equation modeling. Results: Students’ social integration, by itself, was a positive and significant predictor of their evaluation of faculties’ educational performance quality. Students’ academic integration, by itself, was also a positive and significant predictor of their evaluation of faculties’ educational performance quality. Students’ Social and academic integration, simultaneously, was a positive and significant predictor of their evaluation of faculties’ educational performance quality. Findings also showed that the proposed models had appropriate fitness. Conclusion: Students’ successful academic experiences and their social integration with peers, staff and faculty members affect their evaluation and determine their level of satisfaction with faculties’ educational performance quality.
Keywords: Social integration, academic integration, educational performance quality, professor evaluation.
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Type of Study: Original research article | Subject: Teacher Evaluation
Received: 2015/04/15 | Accepted: 2015/09/30 | Published: 2016/01/13


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