Using Basic Constructs of Social Cognitive Theory in Predicting Students Academic Achievement in Bushehr University of Medical Sciences Iran

Jamali, Makiee; Noroozi, Azita; Tahmasebi, Rahim

Using Basic Constructs of Social Cognitive Theory in Predicting Students Academic Achievement in Bushehr University of Medical Sciences Iran

Document Type : Original Article

Authors

Makiee Jamali ¹

Azita Noroozi ²

Rahim Tahmasebi ³

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

Social cognitive theory

Academic achievement

Academic stress

Social support

Academic self efficacy

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