Sayyed Mohammad Hossein Mousavi-Nasab; Mahboobe Shamsi Nezhad
Abstract
Background: Educational situations greatly affect the mental growth and health of individuals, as well as their psychological resources. Of the psychological resources involved in education, academic self-efficacy, academic motivation, and optimism are noteworthy.Objectives: The present study aimed at ...
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Background: Educational situations greatly affect the mental growth and health of individuals, as well as their psychological resources. Of the psychological resources involved in education, academic self-efficacy, academic motivation, and optimism are noteworthy.Objectives: The present study aimed at comparing academic self-efficacy, academic motivation, and optimism among professional doctorate students at Kerman University of Medical Sciences, Kerman, Iran.Methods: A cross-sectional study was conducted on all the first- and fifth-year medical, dentistry, and pharmacy students of Kerman University of Medical Sciences in the academic year 2018-19 as the statistical population, of whom 266 subjects were selected by simple random cluster sampling. Data were collected using the Vallerand academic motivation and the Owen and Froman college academic self-efficacy scales, as well as the life orientation test (Scheier and Carver) questionnaires. MANOVA was used to analyze the data.Results: Dental students had the highest level of self-efficacy (P=0.007). Also, the mean scores of academic self-efficacy (P = 0.001) and optimism (P = 0.03) were higher among the fifth-year students. On the other hand, in the interaction of the study field with the entry year, self-efficacy was significant (P = 0.001). There was no significant difference in the academic motivation among the students of different study fields (P = 0.16) and according to the entry years. (P = 0.13)Conclusion: Dental students choose their field of study with more interest, which further maintains and increases their academic motivation during the seven years of academic education. On the other hand, interest in the field of study is one of the variables influencing the maintenance and increase of the self-efficacy construct over time.
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 ...
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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.
