Showing 5 results for Moslemi
Zohreh Anbari, Hamidreza Jamilian, Mohamad Rafiee, Mahin Qomi, Zahra Moslemi,
Volume 13, Issue 6 (9-2013)
Abstract
Introduction: Attention to students’ major satisfaction and mental health is important in promoting their learning and academic achievement. This study aims to investigate the relationship between satisfaction with major, mental health and academic achievement among students in Arak University of Medical Sciences in 2012.
Methods: In this descriptive-correlation study, relationship between satisfaction with major and mental health and academic achievement of 403 students in Arak University of Medical Sciences was assessed. Students were selected through stratified random sampling method from schools of Paramedics, Nursing and Medicine. Data were collected through the standard general health questionnaire (GHQ28) and a researcher-made questionnaire on major satisfaction. Data were analyzed using independent T-test and Spearman test.
Results: Students’ mean score of satisfaction with their major was 61.16 ± 12.38 (out of 90) which was interpreted as about average. Their general health score was 26.36± 10.65 that showed a mild psychological distress. There was no significant relationship between major satisfaction and mental health and academic improvement (p=.22, r=-.061) but there was a significant negative relationship between academic achievement with satisfaction (p=0.024, r=-0.113) and mental health (p=0.001, r=-0.166).
Conclusion: It is important that special attention be paid to the role of supervisors, student counseling centers, students’ academic achievement monitoring, identification and provision of the services needed for students at risk, and participation of their families.
Davood Mohammadi, Mahin Ghomi, Zahra Moslemi, Mohammad Abbassi,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: One of the higher education’s goals is to train fine graduates with a healthy and adaptable personality. Moreover, academic adjustment is one of the fundamental and broad issues in psychology. Therefore, in order to identify associated factors, the purpose of this study was to determine the relationship between metacognitive strategies, academic adjustment and academic performance in students of Qom University of Medical Sciences in 2015.
Methods: This descriptive-correlational study was performed on a sample 303 students in Qom University of Medical Sciences who were selected, in terms of gender, through proportional stratified random sampling from schools of medicine, dentistry, nursing and midwifery, paramedics, health and traditional medicine. Data were collected through O’neill and Abedi’s metacognitive questionnaire and Baker and Siryk’s academic adjustment questionnaire. The data were analyzed using Pearson’s correlation coefficient, independent t-test, and simultaneous multiple regression.
Results: Metacognitive strategies had a positive significant correlation with academic adjustment (P=0.000, r=0.379) and academic performance (P=0.004, r=0.173). There was also a positive significant relation between academic adjustment and academic performances (P=0.000, r=0.306). Results of multiple regression revealed that metacognitive strategies and academic performance would positively and significantly predict academic adjustment and explain around 20% of the academic adjustment variance.
Conclusion: According to the results, there was a correlation between metacognitive strategies, academic adjustment and academic performance. Therefore, teachers should try to teach these skills to students in order to turn them into active and adaptable learners.
Sayad Shamsa Aldin Hashemimoghadam, Zahra Moslemi,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Information literacy is a set of skills for identifying and accessing the right information resources, and the ability to use them purposefully and is a tool for individual empowerment, which is very important for students. The purpose of this study was to assess the correlation of critical thinking skills and metacognitive strategies with information literacy of graduate students.
Methods: This descriptive correlational study was conducted on 274 graduate students of Arak University in 2012-13 academic year. Subjects were selected using stratified random sampling. Data collection tools were California Critical Thinking Skills Form B, metacognitive state questionnaire and a researcher-made information literacy questionnaire. Cut-off point was set at 20 for critical thinking skills. The highest and lowest scores were 80 and 20 respectively in the metacognitive state questionnaire and for information literacy they were 145 and 29 respectively. Multiple linear regression and correlation were used to analyze the data.
Results: The mean score of critical thinking skills was 21.46±7.12 and at a desirable level. The mean score of metacognitive strategies was 62.36±7.67. The mean score of information literacy was 96.72±15.19. No significant relationship was found between critical thinking skills and information literacy (p=0.924, r=0.006) and also between critical thinking skills and metacognitive strategies (p=0.883, r=-0.009). However, there was a significant relationship between metacognitive strategies and information literacy (p=0.0001, r=0.431). Results of regression analysis showed that only metacognitive strategies was the fitted predictor of information literacy.
Conclusion: As metacognitive strategies of students increase, so does their information literacy. It is therefore suggested to include metacognitive strategies training in higher education programs so that students will act as independent learners in self-learning processes.
Bahman Tavan, Mahin Ghomi, Zahra Moslemi, Hasan Jafaripoor, ُseyedabdollah Mahmoodi, Azame Moslemi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Spiritual Intelligence is a type of adaptation and behavior that assists a person in order to go with the environment, health, improve performance and so on. This study was conducted to investigate the possible relationship between spiritual intelligence and academic motivation as well as academic vitality in students of Arak University of Medical Sciences.
Methods: This descriptive- correlation study was conducted in the academic years 2017-2018. 341 students were selected from Arak University of Medical Sciences through stratified random sampling method taking gender into consideration. Data collected by standard questionnaires spiritual intelligence, academic motivation Fredericks et al. and academic vitality by HossianChari and Dehghanizadeh. Data were analyzed using inferential statistics Pearson correlation and independent t-test analysis.
Results: The results of the Pearson correlation test revealed that there was a significant positive relationship between spiritual intelligence with academic motivation (P=0/000, r=0.284), and academic vitality (P=0/000, r=0/248). There was a significant positive relationship between academic motivation and academic vitality (P=0/008, r= 0/149). Likewise, there was a significant difference between male and female students average scores in academic vitality (P=0/001).
Conclusion: Training spiritual intelligence skills, as variables in the academic achievement, which can lead to increased academic motivation and academic vitality it seems important especially in the professional performance of students.
Mahin Ghomi, Zahra Moslemi, Seyed Davood Mohammadi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Motivation is one of the fundamental factors in learning that can affect variousaspects of student behavior in educational environments. The purpose of this study was to determine the relationship between quality of learning experience and self-regulation with academic motivation in students of Qom University of Medical Sciences.
Methods: This descriptive-correlational and cross-sectional study was conducted in 2017 on a sample of 261 students at Qom University of Medical Sciences. The subjects were selected from six faculties through gender-proportionate stratified random sampling. Data were collected through Neuman`s quality of learning experience standard questionnaire, Hong and O’Neil self-regulation questionnaire, and Vallerand`s academic motivation questionnaire. The data were analyzed using Pearson correlation coefficient, independent t-test, and stepwise multiple regression.
Results: The total score of quality of learning experience and its subscales resources, content, and flexibility had a significant positive relationship with academic motivation. Also, the total score of self-regulation and its subscales had a significant positive relationship with academic motivation. The results of multiple regression analysis revealed that quality of learning experience and self- regulation would positively and significantly predict academic motivation and could explain around 12.1% of the academic motivation variance.
Conclusion: The results suggest that universities should focus on improving the quality of student learning experiences. Curriculum planners and educators are also recommended to design and employ appropriate teaching methods to enhance learners’ motivation and self-regulation skills.
