Document Type : Original Article
Authors
1 M.Sc. Student in Health Education, School of Public Health, Bushehr University of Medical Sciences, Bushehr, Iran
2 Ph.D. of Health Education, Assistant Professor, Department of Health, Department of Health, The Persian Gulf Tropical Medicine Research Center, Bushehr University of Medical Science, Bushehr, Iran
3 Ph.D. in Biostatistics, Assistant Professor, Department of Biostatistics, School of Public Health and Persian Gulf Marine Biotechnology Research Center, Bushehr University of Medical Sciences, Bushehr, Iran
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 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
Keywords
- Alibakhshi Z, Zare H. Effect of teaching selfregulated learning and study skills on the academic achievement of University students. Journal of Applied Psychology 2010; 3(15): 69-80. [In Persian]
- Sanaienasab H, Rashidi Jahan H, Saffari M. Influential factors on academic achievement of university students. Scientific Journal of Education Strategies in Medical Sciences 2013; 5)4): 243-49. [In Persian]
- Amrai K, Elahi Motlagh S, Azizi Zalani H, Parhon H The relationship between academic motivation and academic achievement students. Procedia Soc Behav Sci 2011;15:399–402.
- Ghamari F, Mohammadbeigi A, Mohammadsalehi N. The association between mental health and demographic factors with educational in the students of Arak Universities. J Babol Univ Med Sci 2010;12(1):118 -24. [In Persian]
- Barani S, Darvishi F, Azami A, et al. Assessing the trends and predictors of academic achievement among college of agriculture students: The case of Razi University. Higher Education 2009; 2(7):5981. [In Persian]
- Nutbeam D, Harris E. Theory in a Nutshell: A practical guide to health promotion theories. 2th ed. Australia: McGraw-Hill; 2004.
- Artino AR, Rochelle JS, Durning S. Secondyear medical students' motivational beliefs, emotions, and achievement. Med Educ 2010; 44(12): 1203-12.
- Liem AD, Lau S, Nie Y. The role of selfefficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemp Educ Psychol 2008; 33(4): 486-512.
- Torres JB, Solberg S. Role of self-efficacy, stress, social integration, and family support in latino college student persistence and health. J Vocat Behav 2001; 59(1):53-63.
- Karimzadeh M, Mohseni N. Female academic self – efficacy and academic achievement. Women's Studies. 2006; 4(2):29- 45. [In Persian]
- Fooladvand KH, Farzad V, Shahraray M. et al. Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemporary Psychology. 2009; 4(2):81- 93. [In Persian]
- Walker G, Posner A, Wise JB, Mentor F. Using social cognitive theory to predict behavior. [Cited 2003]. Available from: http://www.mnsu.edu/urc/journal/2003/walker _posner.pdf.
- Valizadeh L, Fathi Azar E, Zamanzadeh V. The relationship between learning characteristics and academic achievement in nursing and midwifery students. Iranian Journal of Medical Education 2008; 7(2): 44350. [In Persian]
- Rostami R, Shahmohamadi Kh, Ghaedi Gh, et al. Relations Among Self-efficacy, Emotional Intelligence and Perceived Social Support in University Students. Ofogh-e-Danesh 2010; 16 (3):46-54. [In Persian]
- Saklofske DH, Austin EJ, Mastoras SM, Beaton L, Osbome SE. Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learn Individ Differ 2012; 22(2): 251-7.
- Shokri O, Toulabi S, Ghanaei Z, Taghvaeinia A, Kakabaraei K, Fouladvand K. A psychometric study of the academic selfefficacy beliefs questionnaire. Journal Of Social Sciences And Humanities Of Shiraz University 2012; 3(2(61-2)):11-6. [In Persian]
- Shokri O, Kadivar P, Naghsh Z, et al. Personality traits, academic stress and academic performance. Journal of Educational Psychology Studies 2007; 3(3): 25-48. [In Persian]
- Zimet GD, Powell SS, Farley GK, Werkman S, Berkoff KA. Psychometric characteristics of the Multidimensional scale of perceived social support. J Pers Assess 1990; 55(3-4): 15-27.
- Bhat AA, Dewalt DA, Zimmer CR, Fried BJ, Callahan LF. The role of helplessness, outcome expectation for exercise and literally in predicting disability and symptoms in older adults with arthritis. Patient Educ and Couns 2010; 81(1):73-8.
- Rodriguez CM. The impact of academic selfconcept, expectation and the choice of learning strategy on academic achievement: the case of business students. Higher Education Research & Development 2009; 28(5): 31-47.
- Wigfield A, Eccles J. The development of achievement task values: a theoretical analysis. Dev Rev 1992; 12(3): 265-310.
- Robbins SB, Lauver K, Le H, Davis D, Langley R, Carlstrom A. Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychol Bull 2004; 130(2): 88261.
- Zajacova A, Lynch SM, Espenshade TJ. Selfefficacy, Stress, and Academic Success in College. Res High Educ 2005; 46(6): 677-706.
- Mercer SH, Nellis LM, Martinez RS, Kirk M. Supporting the students most in need: Academic self- efficacy and perceived teacher support in relation to within-year academic growth. J Sch Psychol 2011; 49(3): 323–38.
- Yusuf M. The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia Soc Behav Sci 2011; 15:2623–6.
- Bakhtiarpoor S, Hafezi F, Behzadi sheni F. The relationship among locus of control, perfectionism and self-efficacy with test anxiety and academic performance in the students of the Islamic Azad University. New Findings in Psychology 2010; 5(13):35-52. [In Persian]
- Arabian A, Khoda Panahi MK, Heydari M, Saleh Sedghpoor B. Relationships between self efficacy beliefs, mental health and academic achievement in colleagues. Journal of Psychology 2005; 8(4):360-71. [In Persian]
- Mohammadyari GH. Comparative Study of Relationship between General Perceived Selfefficacy and Test anxiety with Academic Achievement of Male and Female Students. Procedia Soc Behav Sci 2012; 69:2119 –23.
- Tamadoni M, Hatami M, Hashemi Razini H. General self efficacy, academic procrastination and academic achievement in university students. Quarterly Educational Psychology. 2010; 6(17): 65-86. [In Persian]
- Misra R, Castillo LG. Academic Stress Among College Students: Comparison of American and International Students. Int J Stress Manag 2004; 11(2): 132-48.
)