Showing 7 results for Students of Medical Sciences
Mohammad Hasan Seif, Abbas Sabet Maharlouei,
Volume 14, Issue 9 (12-2014)
Abstract
Introduction: Today, successful organizations are the ones that constantly operationalize new ideas. The present study aimed to investigate the effective personal characteristics in creating and developing creativity among the students of Shiraz University of Medical Sciences. To do this, three mediating factors of positive mood, self-efficacy and intrinsic motivation were used to help evaluate the effect of personal characteristics on these students’ creativity.
Methods: In this descriptive-correlational study, the data were collected through a combined questionnaire which was completed by a number of 214 students. The participants of the study were selected through a multi-stage method (cluster, stratified and random sampling) from among a number of 481 volunteers. The data were analyzed by Path analysis using LISER 8. 50.
Results:The results showed that the three factors of personal characteristics (self-directedness, risk taking, and retroactivity) had a significantly indirect effect on students` creativity that is, they were found to affect creativity through the three mediatory factors of positive mood, intrinsic motivation and self-efficacy. The values obtained from the comparative fit index, goodness of fit index, adjusted goodness of fit index, and root mean squared error of approximation were 1. 00, 1. 00, 0. 97, and 0. 038, respectively.
Conclusion:Many factors are involved in creating and developing creativity among students of Medical Sciences. The results obtained from Path analysis indicated that self-efficacy and intrinsic motivation had the most significant effect on these students' creativity.
Mansooreh Azizzadeh Forouzi, Parisa Shahmohammadipour, Aazam Heidarzadeh, Lagha Dehghan, Zeynab Taheri,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Burnout is a negative state of physical, emotional and mental exhaustion, accompanied by a deep sense of work failure. Therefore, it is necessary to identify factors influencing it. The purpose of this study was to investigate the relationship between the quality of learning experience and academic burnout and achievement among students of Kerman University of Medical Sciences.
Methods: This was a cross-sectional, descriptive and correlational research. The population included all students of Kerman University of Medical Sciences in 2014 from among 303 were selected randomly as the sample. Data collection tools were quality of learning experience and academic burnout questionnaires and the students’ GPA. A one-way ANOVA, independent samples t-test, post hoc test (Bonferroni and Dunnett) and Pearson and Spearman correlation coefficients tests were used to analyze the data.
Results: Mean scores of quality of learning experience and academic burnout were 32.82±6.78 (out of 60) and 43.90±7.57 (out of 75), respectively. The GPA of the sample was 16.37±1.47. A significant difference was found between the quality of learning experience scores and academic failure dimension of academic burnout (P<0.05, r=-0.23); however, it was not significantly correlated with academic achievement (P=0.83, r=0.012).
Conclusion: The findings indicated the necessity to improve learning conditions in universities so that students can have higher level learning experiences. Moreover, it is suggested that academic burnout, especially the self-efficacy dimension which was correlated with learning experience, be reduced.
Ali Akbar Ajam,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Given the importance of students’ social well-being and motivation in the educational system, the purpose of this research was to examine the role of social well-being in academic motivation and achievement of students at Gonabad University of Medical Sciences.
Methods: This study was a descriptive-analytical study. The research population included all undergraduate students at Gonabad University of Medical Sciences in 2015. The sample size was determined at 285 using stratified sampling. Data collection tools were Keyes’ social well-being questionnaire and Vallerand’s academic motivation scale. The Data were analyzed using ANOVA, Pearson’s correlation coefficient, and regression.
Results: No significant difference was found in social well-being of students of different majors. A positive significant correlation was found between the components of social well-being, academic motivation and academic achievement (p<0/05). Findings on the role of social well-being in academic motivation revealed that 46.5 percent of the variance of academic motivation was explained by social well-being components (f=48.57, p<0.01). Findings also showed that 21.5 percent of the variance of academic achievement was explained by the components social prosperity, social cohesion, and social acceptance (f=15.24, p<0.05).
Conclusion: The results showed that social well-being plays a role in students’ academic motivation and academic achievement. Therefore, it is suggested that authorities of medical universities should duly consider and plan to enhance students’ social well-being.
Mahbobeh Sadat Kadkhodaie, Mahnaz Akhavan Tafti,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: The ability of students to efficiently use the learning environment leads to a better perception of and proper interaction with it. The aim of this study was to investigate the effects of academic-professional skills training on students’ perception of the educational environment.
Methods: This quasi-experimental research employed a pretest-posttest with a control group design. The sample included 24 students of faculty of nutrition and food sciences at Isfahan University of Medical Sciences who were selected through random cluster sampling and assigned to experimental and control groups. The experimental group participated in 7 academic-professional skills training programs, while the control group received no intervention. Measurement tool was Dundee Ready Education Environment Measure (DREEM). Data were analyzed using descriptive and inferential statistics (MANCOVA).
Results:The means and standard deviations of posttest scores in the experimental and control groups were as follows, respectively. For students’ overall perception: 125/22±16/07 and 123/17±15/51 (total score=200) (P<0/05); for perception of instructors: 27/75±4/78 and 24/16±4/72 (P<0/05); for students’ perception of their own academic ability: 25/41±3/82 and 21/50±6/50 (P<0/05); and for perception of the social conditions of education: 22/41±0/90 and 18/2±16/65 (P<0/05). All these differences were significant. However, no significant difference was found between the two groups in perception of learning and perception of educational atmosphere.
Conclusion:Results suggest that training of some strategic skills to students may help improve their perception of the educational environment so they can have a better attitude toward various academic and professional tasks.
Elham Soltani Benavandi, Ghasem Askari Zadeh, Mahshid Tajrobehkar,
Volume 20, Issue 0 (4-2020)
Abstract
Introduction: Self-compassion, as one of the fundamental concepts of Buddha, is affected by psychological factors. Among the effective psychological factors of self-compassion, meaning of life and coping strategies have prominent status. This study endeavored to predict self-compassion based on the concept of life with the moderator role of coping strategies for stress.
Methods: In this study with a correlation regression analysis, 393 students (144 males and 249 females) of Kerman University of Medical Sciences were selected using random multi-stage cluster sampling and responded to the scales of concept of life, coping strategies for stress and self-compassion. Then, the data analysis was done by multiple regressions according to Baron and Kenny stages.
Results: The result revealed that the concept of life is a positive and meaningful predictor of self- compassion. Likewise, it could predict problem-oriented strategy in a positive and meaningful way and emotion-oriented and avoidance-oriented strategies in a negative and meaningful manner. Among the coping strategies, only the problem-oriented strategy has positively predicted the self-compassion. Finally, the results revealed that problem-oriented coping strategy played a mediating role in the relationship between the meaning of life and self-compassion.
Conclusion: Meaning of life with increased problem-oriented strategy provides self-compassion for students and their exposure to academic stressors.
Zahra Khazaeli, Mohammad Soltanizadeh, Khadijeh Khazaeli,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: The growing recognition of regulation of motivation as an important part of the self-regulation with a direct impact on learning requires more careful assessment to aid the learning process and therefore, valid tools are needed. This study endeavored to explore Psychometric properties of Brief Regulation of Motivation Scale (BRoMS).
Methods: The population of this cross sectional study was the students of Isfahan Medical University in the second semester of the academic years of 2019-2020, of which 400 student (155 boys and 245 girls) were selected by cluster sampling method and they responded to Brief regulation of motivation scale (BRoMS), Harter Educational Motivation Questionnaire (HEMQ) and Motivated Strategies for Learning Questionnaire (MSLQ).
Results: Cronbach's alpha coefficient of BRoMS was obtained through internal consistency method (.92) and by split-half method (.88) which shows appropriate reliability of test scores. Significant positive correlation was found at p<0.01 between BRoMS and the other two scales indicating concurrent validity. Using exploratory factor analysis, two factors were confirmed: regulation of motivation and willpower. Confirmatory factor analysis confirmed the consistency of the questions with the scales of this questionnaire.
Conclusion: It can be confirmed that BRoMS has good psychometric properties and can be employed as a diagnostic and instrument for measuring regulation of motivation.
Majid Yousefi Afrashteh, Zohreh Dehghani,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Academic boredom is a common problem and major concern of educational systems. This study endeavored to investigate the possible mediating role of homework value in relationship between teacher feedback and academic boredom and well-being.
Methods: In this study population included students of Hamadan University of Medical Sciences in the academic years 2020-2021. In this descriptive correlation study, 365 students were randomly selected from the population using the Cochran's formula. The instruments used in this study are as follows: Pietarinen et al.'s Academic Well-Being Scale, Pekrun et al.'s Progress Emotions Questionnaire, Yousefi Afrashteh et al.'s Iranian Developmental Feedback Scale, and Pintrich et al.'s Self-Regulatory Questionnaire. The gathered data were analyzed through Pearson correlation coefficient method.
Results: The results showed that the correlation coefficient of teacher feedback with task value was 0.54, with academic boredom -0.38 and with academic well-being 0.26 as well as task value-correlation coefficient with academic boredom -0.44 and with academic well-being 0.33. The correlation coefficient of academic boredom with academic well-being is -0.49.The results of path analysis indicated that formative feedback through task value has a significant indirect effect on both academic boredom and academic well-being.
Conclusion: According to the results, it is suggested that policy makers provide appropriate training programs for teachers and foster rich opportunity for them to learn how to provide feedback to learners which in turn usher in the progress and success of more students.
