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
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
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
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
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
