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
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
