Elaheh Mianehsaz; Fakhrosadat Mirhosseini; Fatemeh Hajirezaei Kashan; Leila Saharkhan; Mohammad Javad Azadchehr; Mohsen Taghadosi; Fatemeh Ebrahimzadeh; Hakime Zamani-Badi
Abstract
Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate ...
Read More
Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate nursing students of Kashan University of Medical Sciences in 2020.Methods: In this formal mentoring program designed as quasi-experimental pre-post-test design research, 29 out of 37 eligible undergraduate nursing students with a low-grade point average (GPA) enrolled voluntarily. After completing the Science Motivation Questionnaire (SMQ), 21 students with low or moderate motivation entered the study as part of either mentee (n=10) or the control group (n=11). Five talented master's degree students were selected as mentors, each joining with two mentees and leading them through specific programs during one semester. At the beginning and end of the semester, students' academic motivation, the number of research activities, and educational performance were evaluated and analyzed by covariance (ANCOVA) and paired t-tests.Results: The students in the mentee group had higher academic motivation than the control group (P = 0.05); 80% of mentees had more than one research activity, while the controls had no research activities (P<0.001), and there was no significant difference between the two groups in the Grade Point Average (GPA) (P=0.110).Conclusion: Talented students could play the role of mentors well, and applying a mentoring program enhanced undergraduate nursing students' academic motivation and research activities and prevented a decline in their GPAs.
Masoumeh Safikani; Noushin Kohan; Yunes Jahani; Esmat Nouhi
Abstract
Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely ...
Read More
Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely used in effective educational systems.Objectives: The present study aimed to determine self-directed learning outcomes and facilitators in virtual course students of medical education.Methods: The statistical population of this descriptive-analytical cross-sectional study included the graduate of virtual medical education in the universities of medical sciences in Tehran, Iran, in the academic year 2019. The research instrument was the Persian version of the Self-Directed Learning Readiness Scale. Data analysis was performed using SPSS software (version 16), the indicators of descriptive statistics (e.g., mean, frequency, percentage, and standard deviation), linear regression, and Pearson correlation coefficient.Results: Out of 201 individuals, 46 (22.9%) and 155 (77.1%) students were male and female, respectively. The mean age of the students was 39.93±8.25 years. The mean values of the scores of self-directed learning outcomes and facilitators were 71.8±9.4 (out of 95) and 70.4±10.6 (out of 125), respectively. There was a direct and significant relationship between self-directed learning outcomes and facilitators (P<0.001); accordingly, with the increase of the score of facilitators, the score of self-directed learning also increased. Additionally, the variables of outcomes and facilitators had significant relationships with academic achievement (P<0.001).Conclusion: According to the study results, by increasing self-directed learning facilitators, the outcomes of this type of learning, especially students’ academic achievement, increased. Therefore, it is recommended to increase students’ participation and consolidate self-directed activities. Furthermore, by the application of technology and program appropriate to the subject of the course, professors in virtual training should strengthen and nurture students’ self-direction skills and guide them to do various assignments and activities related to their lesson objectives.
Fatemeh Mohtasham; Yunes Jahani; Abbas Behrampour; Fariba Sharififar; Abbas Aghaei Afshar
Abstract
Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation ...
Read More
Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation coefficient (ICC) in postgraduate students of School of Public Health, Kerman University of Medical Sciences during 2013 - 2015. Methods This cross sectional study was conducted on all postgraduate students of the School of Public Health of Kerman University of Medical Sciences during 2013 - 2015. The students’ scores were collected from the Office of Postgraduate Studies. First, the Bayesian ICC of students’ scores was calculated for all fields. Next, cluster analysis was performed on Master’s fields of study, and the Bayesian ICC was recalculated for each cluster. Data were analyzed using R 3.3.2 and OpenBUGS 3.2.3. Results Out of 117 postgraduate students, 102 (87.2%) were MSc students, and 15 (12.8%) were PhD students. The highest ICC was attributed to health education (ICC = 0.345) and the lowest to environmental health engineering (ICC = 0.023). Clustering was effective in most fields, and ICC of the clusters increased. Conclusions According to the results, consistency between the students’ scores was low in the majority of fields; therefore, it is necessary to modify and improve teaching and evaluation methods.
Ahad Amiri Gharghani; Majid Amiri Gharghani; Ali Asghar Hayat
Abstract
Background Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic ...
Read More
Background Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. Objectives The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. Methods In this descriptive - analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent -test. Results Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.
Hamideh Jahangard; Mahdi Lesani; Hossein Motahhari
Abstract
Background and Objectives Studying the factors affecting educational achievement is complicated as educational achievement is a multidimensional element and is delicately associated with physical, social, cognitive, and emotional growth of students. The current study aimed to predict educational achievements ...
Read More
Background and Objectives Studying the factors affecting educational achievement is complicated as educational achievement is a multidimensional element and is delicately associated with physical, social, cognitive, and emotional growth of students. The current study aimed to predict educational achievements of students of medical professionals in Kerman University of Medical Sciences, Kerman, Iran, based on learning styles and mediation by educational self-efficacy. Methods The current correlational study was conducted cross-sectionally. The study population included all students of medical professionals in Kerman University of Medical Sciences, and, using Cochran’s formula, a total of 286 participants were selected by stratified random sampling. The Kolb learning style inventory and McIlroy and Bunting academic self-efficacy scale were used as data gathering tools. Current grade point average (GPA) was used to measure academic achievement. Data were analyzed using structural equations and model fitting indices in AMOS software. Results According to the results of the current study, there was a structural relationship between the learning styles mediated by academic self-efficacy and academic achievements. Additionally, results of the current study indicated the fitness of the model in the study population. Conclusions Results of the current study indicated the positive effect of different learning styles on academic achievements of students and that different learning styles can be employed to train students. On the other hand, the mediating role of academic achievements of students can enhance their academic achievements. By such methods, teachers can benefit from different educational strategies, and active learning occurs.
Ali Akbar Haghdoost; Rezvan Ansari; Tahereh Changiz
Volume 12, Issue 4 , January 2016, , Pages 570-585
Abstract
Background & Objective: Recognition of the causes and correlates of academic failure which is one of the failures of the education system is an important practical issue in education researches Despite the large number of studies in this field in Iran no comprehensive reviews of all published documents ...
Read More
Background & Objective: Recognition of the causes and correlates of academic failure which is one of the failures of the education system is an important practical issue in education researches Despite the large number of studies in this field in Iran no comprehensive reviews of all published documents in this respect have been carried out Thus the aim of the present study was the systematic review of all texts published during the previous 15 years and determination of the role of individual personality and social factors related to academic failure of students Methods: In the present study documents were systematically reviewed and information gathered Articles which were related to the causes of academic failure of students of medical universities in Iran and published from March 1999 until February 2010 were studied Using census method 1008 articles were screened The full text of 26 articles with minimum quality of research was available Results: Based on the findings of the study male gender higher age of entry to college marriage mental and physical problems lack of interest in the field of education lower average score of school diploma or previous degree longer duration of time from diploma to university admission lack of studying during the term greater use of the internet and lack of scientific and research activities are individual factors that can lead to academic failure in students Based on the systematic review of literature the causes of academic failure of students were having a second job living in the dormitory and a nonempirical diploma Among familial and social factors low education level of father and mother financial problems family problems large number of family members poor social activity and being an extrovert were associated with academic failure Conclusion: Despite the many studies on the causes of academic failure it seems that the standards and definitions used in different studies vary Therefore to promote the quality of work standardization must be performed The views of faculty members were largely consistent with the facts found in the literature This showed that university teachers experiences in this regard are reliable Moreover considering the major listed causes it seems that groups who are at higher risk of academic failure can be identified and preventive measures applied to them
Maryam Yavari; Behshid Garrusi; Hossein Safizadeh; Abbas Abbaszadeh
Volume 12, Issue 3 , November 2015, , Pages 504-511
Abstract
Background & Objective: The psychosocial climate of the classroom is a general concept for describing explaining and exposing the specific features of a class and has significant effects on students academic achievement This study was conducted for the first time in Iran It was performed to ...
Read More
Background & Objective: The psychosocial climate of the classroom is a general concept for describing explaining and exposing the specific features of a class and has significant effects on students academic achievement This study was conducted for the first time in Iran It was performed to evaluate the relationship between the psychosocial climate of the classroom and academic achievement based on the views of faculty members and PhD students of Kerman University of Medical Sciences Iran Methods: The present study was performed using the census method It was conducted on 222 medicine dentistry and pharmacology students and 21 faculty members of Kerman University of Medical Sciences in 2013 using the psychosocial climate of class questionnaire Data were collected at the end of the second trimester when students received their academic records Data were analyzed using SPSS software independent and paired ttest ANOVA central and diffusion indicators and the Pierson correlation Results: Comparison of faculty members expectation score (3180 ± 477) and perception score (2920 ± 460) showed a significant difference (P < 0050) Based on ANOVA results faculty members expectation level was higher than their perception Comparison of the score of students expectation from (2903 ± 437) and perception of (24433 ± 510) the classroom climate showed a significant difference Expectation level was higher than perception level (P < 0001) There is a negative correlation between students average level and their perception level (P = 0042) Conclusion: The data indicated that there is a significant relationship between students and faculty members level of expectation and perception of psychosocial climate of the classroom The identification and development of conceptual models particularly an experimental model of academic performance based on cognitive features can be helpful in the improvement of the psychosocial climate of the classroom which results in students academic achievement
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 ...
Read More
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
Makiee Jamali; Azita Noroozi; Rahim Tahmasebi
Volume 11, Issue 1 , May 2014, , Pages 35-44
Abstract
Background & Objective: One of the most important criteria for efficiency of an educational system is learners academic achievement Discovery and study of factors affecting this item can be helpful in improvement of educational system The aim of this study was to identify the factors affect ...
Read More
Background & Objective: One of the most important criteria for efficiency of an educational system is learners academic achievement Discovery and study of factors affecting this item can be helpful in improvement of educational system The aim of this study was to identify the factors affect students achievement based on the social cognitive theory constructs Methods: In this crosssectional study using a systematic random sampling method 428 students of Bushehr University Medical Sciences were enrolled in 201213 To determine academic achievement the differences between the mean scores gathered by students in the theory courses (nongeneral courses) through the last two semesters were used Data were collected using a demographic questionnaire and standard questionnaires for academic selfefficacy academic stress multidimensional social support and students outcome expectancy Results: Selfefficacy (Exp (B) = 102 P = 0004) academic stress (Exp (B) = 0919 P = 0032) and school (P < 0001) were direct predictors on academic achievement and social support stress and place of obtaining diploma had indirect effect (through selfefficacy) on it In girls academic selfefficacy academic stress and school and in boys academic selfefficacy and school were predictors of academic achievement Conclusion: According to the influence of selfefficacy and stress in academic achievement designing appropriate interventions and strategies to increase academic selfefficacy and stress management can improve students academic achievement especially in medical students
Effat Shahrabadi; Mohsen Rezaeian; Aliakbar Haghdoost
Volume 10, Issue 4 , February 2014, , Pages 485-493
Abstract
Background & Objective: Evaluation of academic progress is done by comparing the results of measuring the performance of learners with educational goals and learning objectives The aim of this study was to survey the predictions of academic achievement evaluation of Rafsanjan University of ...
Read More
Background & Objective: Evaluation of academic progress is done by comparing the results of measuring the performance of learners with educational goals and learning objectives The aim of this study was to survey the predictions of academic achievement evaluation of Rafsanjan University of Medical Sciences Iran based on the students course experience Methods: This crosssectional study was performed in 20122013 Medicine dentistry nursing and paramedical students were selected based on their filed of study and gender by stratified random sampling from the Rafsanjan University of Medical Sciences (n = 370) Data gathering tool was a Course Experience Questionnaire (CEQ) The questionnaire fields included good teaching clear and standards goals appropriate assessment workload and general skills one question about satisfaction of course was used to measure their course experience Students grade point average (GPA) in previous semesters was used as an index for academic achievement Results: 318% of participants were boys and the rest (682%) were girls Statically significant difference existed between GPA of boys and girls (P = 0001) Nursingmidwifery students had the highest score (1523 ± 330) in five course experience variables and medical students the lowest (1406 ± 435) (P = 0001) CEQ and GPA had significant and positive correlation (P = 0004 r = 0164) Predictor factors of GPA were clear and standard goals and appropriate assessment Conclusion: This study represents the importance of appropriate assessment ( particular emphasis on understanding until know something from memory) and of clear and standards goals at the beginning of the semester by teachers to promote academic achievement and performance of students Thus teachers should can promote and provide students progress with teaching appropriate intervention
Abdolhussein Shakurnia; Mehri Ghafourian Boroujerdnia; Hussein Elhampour
Volume 9, Issue 2 , January 2013, , Pages 132-142
Abstract
Background & Objective: Approach to the study as one of the factors affects students learning and achievement is of a great importance The aim of this study was to compare medical students approaches to learning in preclinical and clinical years of study and its effect on their academic achievement ...
Read More
Background & Objective: Approach to the study as one of the factors affects students learning and achievement is of a great importance The aim of this study was to compare medical students approaches to learning in preclinical and clinical years of study and its effect on their academic achievement Methods: In this descriptiveanalytic study a total of 137 medical students in preclinical and clinical years of study in Jundishapur University of Medical Sciences Ahvaz Iran were evaluated by using Approaches and Study Skills Inventory for Students (ASSIST) questionnaire Grade point average of students in theoretical and practical courses was considered as an indicator of their academic achievement Results : The most common approach to study and learning was deep approach (401%) In clinical years of study a significant increase of using deep approach and significant decrease of using surface approach were observed There was no significant difference between preclinical and clinical students in regard to their learning and study approaches (P = 0140) Learning and study approach showed significant relationship with students academic achievement (P = 001) Conclusion: Due to the significance of using deep approach in learning it is recommended that educational planners provide the best learning conditions to encourage students to take advantage of this study approach
Zahra Chinipardaz; Mehri Ghafourian Boroujerdni; Parvin Pasalar; Abofazl Shiravy khozany; Athefe Keshavarz
Volume 8, Issue 2 , January 2012, , Pages 167-172
Abstract
Background and Objectives: Emotional intelligence (EI) is a social intelligence identifying the ability of an individual to understand others emotions establish sympathy with others and adjust his emotions with others In fact EI enables individuals to have a proper understanding of their own and others ...
Read More
Background and Objectives: Emotional intelligence (EI) is a social intelligence identifying the ability of an individual to understand others emotions establish sympathy with others and adjust his emotions with others In fact EI enables individuals to have a proper understanding of their own and others emotions and use it in their human relationships effectively The purpose of this study was to determine mean of emotional intelligence in stager medical students of Tehran University of Medical Sciences and its relationship with their academic achievement Methods: In this analyticdescriptive study a total of 70 stager medical students of Tehran University of Medical Sciences in the academic year 20072008 were selected and their EI was determined by using a standard questionnaire ( a cronbach=0937) consisted of 90 questions Moreover the relationship between EI and variables of age sex students rank in the university entrance exam grade point average and satisfaction of the field of study was determined Data analysis was done through SPSS 16 software package Results: Mean EI of the subjects in all 15 domains of the questionnaire were lower than the standard values Minimum score belonged to the interpersonal relationships and maximum score belonged to the goodview None of the studied variables showed significant relationship with emotional intelligence (p >005) Conclusion: The results of this study emphasize on the necessity of more educational planning for increasing emotional intelligence of stager medical students during their educational period In this way they can achieve better academic achievement and do their internship responsibilities more efficiently However lack of enough information about emotional intelligence requires further studies
Maryam Zeighami; Narjes Pour Bahaadini Zarandi
Volume 8, Issue 1 , July 2011, , Pages 41-48
Abstract
Background & Objective: The development of each community is highly dependent on its educated individuals Therefore recognition of factors influencing academic achievement of students and attention to these factors are essential for success T he aim of the present study was to determine the relationship ...
Read More
Background & Objective: The development of each community is highly dependent on its educated individuals Therefore recognition of factors influencing academic achievement of students and attention to these factors are essential for success T he aim of the present study was to determine the relationship between academic achievement and two factors of general health and coping styles among undergraduate students Methods: In this descriptive crosssectional study 302 Nursing Midwifery and Health students of Kerman Azad University were studied Grade point average was considered as an indicator of academic achievement and all participants were asked to complete Goldberg general health questionnaire (GHQ28) and Endler ;Parker questionnaire of coping inventory for stressful situation (CISS) Results: The Most Frequent average total score was 141699 (out of 20) In 633% of students total score of General Health was not in the normal range Students used taskoriented coping style more frequently than other styles (% 49)There was a significant negative relationship between academic achievement and two studied factors of general health and emotionoriented coping style Conclusion: Since general health and copying style can have significant effects on students academic achievement the presence of active counseling centers in universities for improving general health level of students and teaching effective copying styles is highly necessary
Azam Meyari; Ahmad Sabouri Kashani; Mitra Gharib; Mahdi Beiglarkhani
Volume 6, Issue 2 , January 2010, , Pages 110-118
Abstract
Background & Objective : Students learning style as one of the effective factors on learning and academic achievement is always taken into consideration in a successful educational system Identifying learners learning style would lead to selecting more appropriate teaching methods by teachers ...
Read More
Background & Objective : Students learning style as one of the effective factors on learning and academic achievement is always taken into consideration in a successful educational system Identifying learners learning style would lead to selecting more appropriate teaching methods by teachers and learning styles by learners Therefore this study was aimed to identify medical students learning style and its relationship with their academic achievement Methods : In this descriptiveanalytic study medical freshmen and fifthyear students of Tehran University of Medical Sciences participated by completing the standard questionnaire of Kolbs The average of all students theoretical and practical exam scores together with the fifthyear students OSCE and preinternship exam scores were considered as indices for academic achievement Results : The most common learning styles among the freshmen were convergent (503%) and assimilation (366%) whereas the fifthyear medical students mentioned convergent (69%) and accommodation (167%) There was a statistically significant difference between learning styles in both student groups (P=00001) convergent and accommodation learning styles were more common among fifthyear students compared with the freshmen while such a result was the inverse for divergent and assimilation learning styles There was no significant difference between learning style and students academic achievement Conclusion : As convergent learning style was considered to be the dominant one and simulation laboratory assignments and problem–based learning are the most suitable learning atmospheres it is appreciated if educational planners prepare such environments
