Roghayeh Gandomkar; Azim Mirzazadeh; Ladan Fata; Azim Mirzazadeh; Mohammad Jalili; Kamran Yazdani; Gholamreza Hassanzadeh; John Sandars
Volume 13, Issue 5 , January 2017, , Pages 440-450
Abstract
Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning ...
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Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning Methods: This mixed method study was conducted in Tehran University of Medical Sciences Iran in 2013 The data collection tool was a microanalytic SRL assessment protocol that was designed based on the literature review expert opinion and cognitive interview with medical students and then piloted The participants consisted of 13 second year medical students The subjects were interviewed while conducting a biomedical science learning task Interviews were recorded transcribed and coded based on a predetermined coding framework Descriptive statistics were used to analyze the data Results: The microanalytic SRL assessment protocol was developed in three parts; interview guide coding framework and biomedical science learning task An interview guide was designed consisting of 6 openended questions aimed at assessing 5 SRL subprocesses of goal setting strategic planning metacognitive monitoring causal attribution and adaptive inferences and a closeended question regarding selfefficacy Based on the pilot study most participants reported taskspecific and taskgeneral processes for the subprocesses of strategic planning (92%) metacognitive monitoring (77%) causal attribution (85%) and adaptive inferences (92%) Conclusion: The developed protocol could capture the finegrained nature of the selfregulatory subprocesses of medical students for biomedical science learning Therefore it has the potential application of modifying SRL processes in early years of medical school
Hajar Shafian; Mansooreh Azizzadeh-Forouzi; Behshid Garrusi; Ali Akbar Haghdoost
Volume 13, Issue 5 , January 2017, , Pages 451-459
Abstract
Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing ...
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Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables To reach this goal predictive variables of learning styles should be accurately identified in order to improve the learning environment The aim of this study was to determine the relationship between learning styles and selfesteem in students of Kerman University of Medical Sciences Iran Methods: This descriptiveanalytical and crosssectional study was carried out on 343 students selected through quota sampling method The data collection tools consisted of a demographic information form the Kolb Learning Style Inventory (LSI) version 2 and the Rosenberg SelfEsteem Scale (RSES) Data were analyzed using chisquare test Spearmans correlation coefficient linear regression and logistic regression Results: The mean (± SD) age of the participants was 2141 (± 296) and 443% of students used absorbent learning style In addition 609% of students had poor selfesteem No statistically significant association was observed between students learning styles and levels of confidence In addition the results showed that only gender was a prognostic factor in determining learning styles Conclusion: The results of this study showed that the students selfesteem and learning styles were not correlated; thus teachers can disregard these factors in their assessment of students learning styles
Sara Afshar; Dorsa Hamedi; Nasibeh Noori-Moombeini; Nazila Akbarfahimi
Volume 13, Issue 5 , January 2017, , Pages 468-475
Abstract
Background & Objective: The ultimate goal of medical universities is clinical efficacy in their students Students evaluation of selfefficacy can be a good guide to predicting their clinical skills Therefore this research was designed to evaluate the effect of occupational therapy clinical training ...
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Background & Objective: The ultimate goal of medical universities is clinical efficacy in their students Students evaluation of selfefficacy can be a good guide to predicting their clinical skills Therefore this research was designed to evaluate the effect of occupational therapy clinical training during one semester on selfefficacy and clinical reasoning in students and the relationship between these two factors Methods: This descriptiveanalytical and crosssectional study was conducted on 42 third and fourth year undergraduate students of occupational therapy who were passing the clinical education course The study was conducted in all occupational therapy clinical centers of Jundishapur University of Medical Sciences Ahvaz Iran through census sampling in 2014 The General SelfEfficacy Scale (10 questions) and SelfAssessment of Clinical Reflection and Reasoning (26 questions) were used in this study Data were analyzed using descriptive statistics and parametric tests such as paired ttest independent ttest and the Pearson correlation coefficient in SPSS software Results: Results indicated a significant change (from 2997 ± 387 in pretest to 3180 ± 404 in posttest) in students selfefficacy during one semester (P = 0009) However the increase in mean scores of clinical reasoning and selfreflection at the end of the semester was not significant (P = 0460) There was a weak correlation between the selfefficacy variable and clinical reasoning and selfreflection (P = 0010 r = 039) Scores did not show statistically significant differences in either cases and between the two sexes Conclusion: According to the results of this study clinical training program in the field of occupational therapy led to the creation and promotion of selfefficacy in students but does not increase clinical reasoning among them Therefore revision of clinical training of students and improvement of their clinical courses plans seems necessary
Negin Niksadat; Mahnaz Solhi; Zahra Jalili; Shayesteh Shirzadi; Mohsen Mohammadi; Mahmod Reza Gohari
Volume 13, Issue 4 , November 2016, , Pages 375-383
Abstract
Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate ...
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Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate the educational prevention program of selfmedication in women using the Kirkpatrick model Methods: This evaluation study was carried out on 88 women The cluster sampling method was used The data collection tools consisted of the Dundee Ready Educational Environment Measure (DREEM) and a researchermade questionnaire based on the Kirkpatrick model the validity and reliability of which were measured The experimental group attended the educational program for 1 month The effectiveness rate of the course was calculated based on significant differences in learning reaction and behavior scores of the case and control groups during the pretest and posttest The collected data were analyzed in SPSS statistical software using descriptive and analytical statistical tests Results: The mean scores of desirability rate of participants reactions in terms of students perception of learning environment students academic selfperception students social selfperception students perception of atmosphere and students perception of teachers were 4481 ± 706 3150 ± 411 2250 ± 354 4310 ± 746 and 4137 ± 520 respectively After the educational intervention ttest results showed a significant difference between the experimental and control groups in mean score of knowledge change and attitude change in the second evaluation level and also between mean score of behavior change in the third level (P < 0001) Conclusion: According to the Kirkpatrick model the educational prevention program of selfmedication resulted in favorable outcomes in the three evaluated levels of reaction learning and behavior and showed satisfactory efficiency
Mohsen Saffari; Norooz Mahmoudi
Volume 13, Issue 4 , November 2016, , Pages 384-394
Abstract
Background & Objective: Selfesteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement The aim of the current study was to assess the impact of factors such as demographic and academic variables inclination toward ...
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Background & Objective: Selfesteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement The aim of the current study was to assess the impact of factors such as demographic and academic variables inclination toward lifelong learning and learning style on selfesteem among health sciences students Methods: In the present study 209 students of the School of Health of Baqiyatallah University of Medical Sciences (Tehran Iran) were selected to participate in the study using stratified random sampling Data collection tools consisted of a demographic and academic information questionnaire the Rosenberg selfesteem scale (RSES) Kolbs Learning Style Inventory (KLSI) and the Jefferson Scale of Lifelong Learning Data were analyzed using independent ttest oneway ANOVA Pearson correlation test and multiple regression analysis in SPSS software Results: The mean age of participants was 267 ± 84 years and most (94%) of them were men In bivariate analysis factors such as gender daily study time some domains of learning style as well as constructs of lifelong learning were significantly associated with selfesteem In multiple regression analysis variables of gender daily study time abstract conceptualization from learning style domains and beliefs of motivation toward learning (a lifelong learning construct) predicted students selfesteem Approximately 38% of variance in selfesteem was explained using variables included in the regression model Conclusion: Considering that variables such as gender daily study time some learning style domains and inclination toward lifelong learning may be associated with selfesteem to improve students selfesteem in the line with enhancing their academic performance appropriate planning should be undertaken considering these factors Moreover further studies are necessary in this regard to gain more understanding of these factors
Eisa Asgari; Naser Nastiezaie; Abdolvahab Poorgaz
Volume 13, Issue 3 , September 2016, , Pages 268-280
Abstract
Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students ...
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Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students of the University of Sistan and Baluchistan Iran Methods: This descriptivecorrelation study was conducted through regression analysis From among all graduate students of the University of Sistan and Baluchestan 323 students were selected and studied in October 2015 The study tools consisted of Martin and Baldwins Class Management Styles Questionnaire (1998) Fishers Selfdirected Learning Readiness Scale (SDLRS) (2001) and Hermans Achievement Motivation Scale (1977) To analyze the data Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software Results: Mean score of the noninterventionist interactionist interventionist achievement motivation and selfdirected learning styles were 273 ± 0517 277 ± 0527 286 ± 0435 274 ± 0406 and 328 ± 0311 respectively The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were respectively 0077 and 0035 (P > 005) The correlation coefficients of the interactionist style with achievement motivation and selfdirected learning were respectively 0644 and 0591 (P < 001) The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were 0436 and 0408 (P < 001) respectively According to the results of regression analysis interactionist and interventionist styles explained 564% of the variance in achievement motivation and 48% of the variance in selfdirected learning (P < 001) Conclusion: Achievement motivation and selfdirected learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style
Elham Azmoudeh; Hossein Karimi Moonaghi
Volume 12, Issue 3 , November 2015, , Pages 512-524
Abstract
Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatmentcare procedures the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students Thus evaluation of factors ...
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Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatmentcare procedures the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students Thus evaluation of factors effective on the selfdirected learning procedure is of grave importance The aim of this study was to determine the readiness of midwifery students of Mashhad University of Medical Sciences Iran for selfdirected learning and identify its effective factors Methods: In this descriptive analytical study 170 undergraduate and masters students in midwifery and PhD students in reproductive health participated Data gathering instruments included Fishers SelfDirected Learning Readiness Scale (SDLRS) and the Effective Factors on SelfDirected Learning Inventory Data were analyzed using SPSS software and descriptive and inferential statistical methods Results: The mean age of the participants was 2403 ± 571 years In addition 707% of students had high scores in SDLRS There were significant differences in students SDLRS scores based on educational degree age degree of interest in the educational field marital status and occupation (P < 005) Conclusion: The results showed that individuals at risk of low selfdirected learning capability can be identified based on degree of interest in their educational field age marital status and occupation
Abdolhussein Shakurnia; Houshang Alijani; Shahnaz Najjar; Hussein Elhampour
Volume 12, Issue 2 , August 2015, , Pages 307-314
Abstract
Background & Objective: Identification of the role of factors such as selfesteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output This study was performed to determine the relationship of academic achievement with ...
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Background & Objective: Identification of the role of factors such as selfesteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output This study was performed to determine the relationship of academic achievement with selfesteem and approaches to studying among university students Methods: This descriptive correlational study was conducted on 147 nursing and midwifery students of Ahvaz Jundishapur University of Medical Sciences Iran in 2012 The mean of grade point average (GPA) during the past semester was considered as the index for academic achievement Data collection was performed using the approaches and study skills inventory for students (ASSIST) and the Rosenberg selfesteem scale (RSES) Data were analyzed using independent sample ttest and the Pearson correlation coefficient and the SPSS statistical software Results: The mean selfesteem score of university students was 3745 (from a maximum of 50) and its correlation with academic achievement was 0166 (P = 0046) The mean score of the surface approach to studying was 5340 (from a maximum of 80) and its correlation with academic achievement was 0432 (P = 0001) The mean score of the deep approach to studying was 5340 (from a maximum of 80) and its correlation with academic achievement was 0432 (P = 0592) Conclusion: Studying approaches and selfesteem can have an important role in the academic achievement of university students Thus it may be possible to promote the academic achievement of students by improving their selfesteem and guiding them to use appropriate approaches to studying
Nafiseh Pakravan; Rouhangiz Norouzinia; Zohreh Ghazivakili; Behrooz Pouragha
Volume 12, Issue 2 , August 2015, , Pages 399-406
Abstract
Background & Objective: Discussion in small groups is one of the most reliable methods that will lead to a deeper learning This method is based on the active participation of all members of the group The immunology course necessitates thought and connection among the presented content Therefore ...
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Background & Objective: Discussion in small groups is one of the most reliable methods that will lead to a deeper learning This method is based on the active participation of all members of the group The immunology course necessitates thought and connection among the presented content Therefore in this study the efficacy of this method in increasing students understanding of the relationship between the components of the immune system was evaluated Methods: The course lectures were presented in 12 sessions each lasting 2 hours Then the students were given the opportunity to study for a few days An exam was taken based on the presented content and then the students were divided into groups under the titles of immune system cells The discussion sessions were conducted A second exam was taken after the discussion Scores of pre and postdiscussion in small groups were compared Students satisfaction with this approach was asked orally and through open questions and recorded Results: A statistically significant increase was observed in students scores after the discussion in small groups compared to before the discussion Among the students 65% believed that this method had a great effect on deep understanding and were willing to repeat this approach Furthermore 82% of students believed that their confidence increased in respect to what they had learned Conclusion: Small group discussion is a potent educational method because its implementation in 1 session on taught content resulted in an increase in scores The implementation of this method may be difficult for the teacher but this approach has significant effects on student learning behavior
Farshid Khosropour; Mojgan Nikoie
Volume 11, Issue 4 , February 2015, , Pages 542-549
Abstract
Background & Objective: Academic performance is the most important factor in student evaluation Selfesteem is related to selfsatisfaction and perfectionism is the setting of high goals in performance Achievement motivation is the willingness to gain success Because these variables can affect academic ...
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Background & Objective: Academic performance is the most important factor in student evaluation Selfesteem is related to selfsatisfaction and perfectionism is the setting of high goals in performance Achievement motivation is the willingness to gain success Because these variables can affect academic performance the aim of this study was to investigate the relationship between students perfectionism achievement motivation selfesteem and academic performance Methods: This was a correlationaldescriptive study Based on Morgan s table 97 students were randomly selected from all last year nursing students of Kerman Branch Islamic Azad University Due to being incomplete 7 questionnaires were excluded The data collection tools consisted of Ahvaz Perfectionism Scale (APS) Hermans Achievement Motivation ( HAMQ) Scale and the Coppersmith SelfEsteem Inventory (SEI) Total average scores of students were considered as academic performance Results: Results showed a positive significant correlation between academic performance and perfectionism achievement motivation and selfesteem (P < 005) Perfectionism achievement motivation and selfesteem predicted 31% variances in academic performance Nevertheless investigation of the liner correlation of these variables showed that only the correlation between achievement motivation and academic performance was meaningful Conclusion: It is seems that for the improvement of students academic achievement perfectionism selfesteem and especially achievement motivation must be taken into consideration
Esmat Noohi; Nahid Fallahnezhad; Behshid Garoosi; Aliakbar Haghdoost
Volume 10, Issue 4 , February 2014, , Pages 439-449
Abstract
Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of selfesteem research boredom and disenchantment Some learning special skills such as methods of receiving storing and recalling ...
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Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of selfesteem research boredom and disenchantment Some learning special skills such as methods of receiving storing and recalling the correct content are needed to perform an effective study This study aimed to show the role and impact of academic learning skills and study strategies in improving students study styles and their selfefficacy and satisfaction Methods: This interventional study using preand posttraining tests was conducted on 75 newentrant nursing and midwifery students of Kerman University of Medical Sciences Iran in 2011 Students completed a researchermade questionnaire including four parts: demographic information learning and study strategies selfefficacy and satisfaction before and after the training The data were analyzed using paired ttest Results: There were significant difference between the mean pre (105 ± 26) and postintervention (136 ± 18) learning strategies pre (106 ± 18) and postintervention (133 ± 13) study strategies pre (105 ± 32) and postintervention (123 ± 24) selfefficacy and pre (94 ± 34) and postintervention (1208 ± 29) satisfaction scores Conclusion: Learning and study strategies can be taught and learned Upgrading learning and study strategies increases students sense of selfefficacy and satisfaction According to our results designing a course for training study and learning strategies is suggested to improve college students learning and study skills
Mohammad Reza Ahanchian; Hoshang Garavand; Azam Mohammadzadeghasr; Seyed Ali Akbar Hosseini
Volume 10, Issue 1 , May 2013, , Pages 70-77
Abstract
Background & Objective: Selfdirected learning readiness scale (SLRS) proposed by Fisher et al (2001) is a selfevaluation tool containing 50 questions The aim of the present study was to standardize SLRS for use among Nursing and Midwifery students Methods: The statistical population of this descriptive ...
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Background & Objective: Selfdirected learning readiness scale (SLRS) proposed by Fisher et al (2001) is a selfevaluation tool containing 50 questions The aim of the present study was to standardize SLRS for use among Nursing and Midwifery students Methods: The statistical population of this descriptive psychometric study included all undergraduate students of Nursing and Midwifery of Mashhad University of Medical Sciences (N = 550) Study samples were 224 students (27% males and 73% females) The research instrument was selfdirected learning readiness scale Validity was confirmed by determining content validity and construct validity (exploratory factor analysis) and reliability was confirmed by calculating the coefficient of internal consistency (Cronbachs alpha) Results: Three factors of s elfmanagement willingness to learn and selfcontrol were extracted from the SLRS that could explain 345% of the total variance Cronbachs alpha for the entire questionnaire and the mentioned factors were respectively 092 088 082 and 079 The ttest results showed no significant difference between male and female students in regard to the total score In addition multivariant ANOVA demonstrated no significant difference between male and female students in regard to selfdirected learning factors Mean and standard deviation of selfdirecting for all students were 17699 and 2541 respectively Conclusion: R esults showed that selfdirected learning readiness scale has the required validity and reliability to identify selfdirected learning capabilities in Nursing and Midwifery students
Seid Saeed Mazloomy Mahmoodabad; Ali Mehri; Mohammad ali Morowatisharifabad
Volume 3, Issue 2 , January 2007, , Pages 111-117
Abstract
Background: Health behaviors refer to activities done for maintaining supporting and improving individual health status regardless of actual or present health status There are some evidences showing direct relationship between health behavior and educational success Objective: This study was done to ...
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Background: Health behaviors refer to activities done for maintaining supporting and improving individual health status regardless of actual or present health status There are some evidences showing direct relationship between health behavior and educational success Objective: This study was done to determine the relationship between selfesteem and selfefficacy with health behaviors among students of Yazd Shahid Sadooghi University of Medical SciencesMethods: This correlational study was performed on 309 students selected by stratified random sampling Data gathering was done by using a questionnaire that its validity and reliability had been approved respectively by experts and calculating kronbachsalpha coefficient (078 for selfesteem 87% for selfefficacy and 074 for health behavior) Results: According to the results students got 607% of the selfesteem score 623% of the selfefficacy score and 748% of the health behavior score Health behavior showed significant relationship with selfesteem (r= 014 P=0013) and selfefficacy (r= 031 P=0000) Regression analysis showed that age sex family size selfesteem and selfefficacy all together explain 159% of health behaviors variance and among them selfefficacy was the most important predicting factorConclusion: Health behavior in studied students was favorable in general but it was poor in regard to physical activity Since the results of this study showed the relationship of selfesteem and self efficacy with health behaviors and role of these factors on educational success planning for improving selfesteem self efficacy and consequently health behaviors are recommended
