نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، مرکز مطالعات و توسعه آموزش پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران.

2 کارشناس ارشد مدیریت آموزشی، معاونت آموزشی، مرکز آموزشی درمانی امام خمینی(ره) ساری، دانشگاه علوم پزشکی مازندران، ساری، ایران.

3 عضو هیأت علمی، گروه آموزشی ارتوپدی، مرکز آموزشی درمانی امام خمینی ساری، دانشگاه علوم پزشکی مازندران، ساری، ایران.

4 کارشناس ارشد مدیریت آموزشی، معاونت آموزشی، دانشگاه علوم پزشکی مازندران، ساری، ایران.

5 دکتری مدیریت آموزشی، مرکز مطالعات و توسعه آموزش پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران.

چکیده

یادگیری خود راهبر از عوامل مؤثر بر سرزندگی تحصیلی و خودکارآمدی دانشجویان می‌باشد. این پژوهش با هدف پیش‌بینی پذیری سرزندگی تحصیلی و خودکارآمدی دانشجویان بر اساس یادگیری خود راهبر در دانشگاه علوم پزشکی مازندران انجام پذیرفت.
پژوهش حاضر مطالعه‌ای توصیفی از نوع همبستگی بود. جامعه آماری، دانشجویان پزشکی دانشکده پزشکی ساری به تعداد 1235 نفر بودند. روش نمونه گیری تصادفی طبقه‌ای و برای تعیین حجم نمونه از جدول کرجسی و مورگان استفاده شد که 297 نفر در این پژوهش شرکت داشتند، جهت گردآوری اطلاعات از سه پرسش‌نامه یادگیری خود راهبر، سرزندگی تحصیلی و خودکارآمدی استفاده شد. روایی محتوی پرسش‌نامه با نظر خبرگان و پایایی آن با آلفای کرونباخ، 91/0 برای یادگیری خود راهبر، 89/0 سرزندگی تحصیلی، 87/0 خودکارآمدی محاسبه گردید. داده‌ها با استفاده از ضریب همبستگی و رگرسیون چند گانه و نرم افزارSPSS18  مورد تحلیل قرار گرفت.
نتایج نشان داد که بین یادگیری خود راهبر(555/0) و مؤلفه‌های آن خود کنترلی(611/0)، خود مدیریتی(540/0) و رغبت برای یادگیری(477/0) با سرزندگی تحصیلی رابطه وجود دارد. بین یادگیری خود راهبر(71/0) و مؤلفه‌های آن(خود کنترلی(741/0)، خود مدیریتی(640/0) و رغبت برای یادگیری(547/0) با خودکارآمدی دانشجویان پزشکی دانشکده پزشکی ساری رابطه(71/0) وجود دارد. مؤلفه‌های یادگیری خود راهبر پیش‌بینی کننده‌های معنی‌داری, P<0/05)45/36F= ( برای سرزندگی تحصیلی و هم‌چنین پیش‌بینی کنندگی معنی‌داری  , P<0/05)09/25 F= (برای خودکارآمدی دانشجویان بودند.
نتایج پژوهش حاکی از اهمیت نقش یادگیری خود راهبر در ارتقای سرزندگی تحصیلی و خودکارآمدی دانشجویان دانشگاه علوم پزشکی مازندران بوده و توصیه می‌گردد کارگاه‌هایی برای افزایش یادگیری خود راهبر دانشجویان برگزار گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Educational Vitality and Self-efficacy Prediction based on Self-directed Learning of Students at Mazandaran University of Medical Sciences

نویسندگان [English]

  • Mansour Ranjbar 1
  • Pezhman Mohammadalizadeh 2
  • Forouzan Sadeghimahalli 1
  • Mehran RazaviPoor 3
  • Ali Yaserifar 4
  • Fattane Amuei 5

1 Faculty member, Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran.

2 M.A. in Educational Management. Educational Vice Chancellor, Educational Emam Khomeini Hospital, Mazandaran University of Medical Sciences, Sari, Iran.

3 Faculty member, Department of Ortheopedics, Educational Emam Khomeini Hospital, Mazandaran University of Medical Sciences, Sari, Iran.

4 M.A. In Educational Management. Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran.

5 Ph.D. In Educational Management. Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran.

چکیده [English]

A Self-directed learning is one of the factors affecting academic keenness and readiness and self-efficacy of students. This study was conducted with the aim of predicting academic vitality and self-efficacy of students based upon self-directed learning in Mazandaran University of Medical Sciences. 
The present study was a descriptive study of correlation type. The statistical population included 1235 students at medical school in Sari medical school. 297 participants as the sample size were selected through a randomized stratified sampling method and by Krejcy and Morgan tables.  Then, to collect information,  three self-directed learning, academic vitality, and self-efficacy questionnaire were used   that the validity of the questionnaire were estimated with expert opinion, and  the reliability with Cronbach's alpha, 0.91 for self-directed learning, 0.89 academic readinesses, and 0.87 self-efficacies were calculated. Next, data were analyzed using correlation coefficient and multiple regression and SPSS18 software.
As a concequence, there was a relationship between self-directed learning (0.5555) and its components (self-control (0.611), self-management (0.540), and willingness to learn (0.447) with academic vitality. In additions, a connection was observed among self-directed learning (0.71) and its components (self-control (0.741), self-management (0.640) and willingness to learn (0.547) with the self-efficacy of medical students of Sari medical school (0.71). The findings also showed that components of self-directed learning were significant predictors (P <0.05) (FF = 36.46) for educational vitality and also valuable predictors (P <0.05) (F = 25.09) for self-efficacy of students.
 Considering the results of present study, that self-directed learning had an important role in promoting the academic vitality and self-efficacy of Mazandaran University of Medical Sciences students. Hence, it is recommended that workshops should be held to increase student self-directed learning.

کلیدواژه‌ها [English]

  • Self-directed Learning
  • Academic vitality
  • Self-efficacy
  • Medical Students
Abdolahi B 2006, the role of self-efficacy in empowering employees. Tadbir, a Monthly Magazine on Management. Vol. 21, No.168, Pp. 35_40. [In Persian].
Alotaibi Kh 2016, the learning environment as a mediating variable between self_directed. Learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Journal of Nurse Education Today. Vol. 36, Pp. 249_254.
Ana M, Bianca A 2014, Self-directed learning, personality traits and academic achievement. Journal of Procedia_Social and Behavioral Sciences. Vol. 127, Pp. 640_644.
 
El-Gilany A. H, Abusaad F. E. S 2013, Self_directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse education today. Vol, 33, No, 9, Pp.1040_1044.
Bandura A 2000, the Exercise of Control, New York, Freeman.
Barati S 1998, Self_efficacy, self_esteem and self_esteem relation among third_grade high school students. Master's Thesis. Shahid Chamran University. [In Persian].
Cazan AM, Schiopca BA 2014, Self_directed learning, personality traits and academic achievement. Procedia-Social and Behavioral Sciences. Vol, 127. Pp. 640_644.
Chambers Sharon M, Hardy James C 2005, and Length of time in student teaching: effects on classroom control orientation and self_efficacy beliefs. Educational Research. Vol, 28, No, 3, Pp. 3_9.
Dehghanizade M, Hosseinchari M 2012, Academic buoyancyand perception of family communication patterns, the mediating role of self-efficacy. Journal of Teaching and Learning Studies. Vol. 63, No.2, Pp. 22_47. [In Persian].
 
Farokh B, Shah Talebi B 2018, The Study of the Relationship between Self Directed Learning Self Efficacy and Information Litracy on the Knowledge. Research in Curriculum Planning.Vol. 14, No. 59. Pp.148_161. [In Persian].
Fisher MJ, King A, Tague Z 2001, Development of a self-directed learning readiness scale for nursing education. Nurse Education Today. Vol. 21, Pp. 516_525. [In Persian].
Gordanshekan M, Ghassemi G, Yousefi A, et all 2012, Validation of Self-Directed Learning Scale in Students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education. Vol. 11, No. 9, Pp.1030_1039. [In Persian].
Hosseinitabaghdehi L, Salehi M 2018, Relationship between Self_directed Learning and Self_efficacy of Students with the mediator role of information literacy. Quarterly Journal of Information and Communication Technology in Educational Sciences. Vol. 8, No. 3, Pp. 21_45. [In Persian].
Huang M. H 2008, Factors influencing self_directed learning readiness amongst Taiwanese nursing students. (Doctoral dissertation, Queensland University of Technology).
Jahanian R 2013, the Effectiveness of Teaching Ten_Person Skills on Student Self_Efficacy. Quarterly Journal of Applied Psychology. Vol. 3, No.7, Pp. 83_71. [In Persian].
Jahani MS, Sharifi M, Jahani MR, et al 2014, The Relationship between Awareness Levels of Life Skill with Self Efficacy Beliefs among Shahid Beheshti University Student. New psychological research. Pp. 26_56. [In Persian].
Karimi R, Arendt C. S, Cawley P, et al 2010. Learning bridge: Curricular integration of didactic and experiential education. Am J Pharm Educe. Vol. 74. No. 3. Pp. 48. [In Persian].
Khoroushi P, Abedi A. Relationship between “Cognitive and Emotional Engagement of Learning” and “Self_Efficiency” of Students; Farhangian University of Isfahan. Education strategies in medical science. Vol. 7, No. 4, Pp. 229_34. [In Persian].
Martin AJ, Marsh HW 2008, Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology. Vol. 46, No.1, Pp. 53_83.
                                                                                           
Moradi M, Cheraghi A 2014, an experimental model of causel relationships between perception of family comunication patterns, perception of class structure, motivation and academic aotonimy and academic bouyancy in high school students. Journal of education and learning. Vol. 66, No. 2, Pp. 63_81. [In Persian].
Mucherah W 2008, Classroom climate and students’ goal structures in high_school biology classrooms in Kenya. Learning Environments Research. Vol. 11, No.1, Pp. 63_81.
Mohammadi M, Jahromi RN, Rahmani H, et al 2014, Comparison of engineering student’s self_directed learning, Academic values and evaluation of Faculty Members teaching the Case: Hormozgan University. Iranian Engineering Education Quarterly. Vol. 16, No.61. Pp, 97_117.
Morris S. S 1996, the relationship between self_directed learning readiness and academic performance in a nontraditional higher education program. Unpublished Ph. D dissertation, The University of Oklahoma.
 
Nadi MA 2012, Medical and Dentistry Students' Perceptions of Self-directed Learning and its Relationship with Personal Traits. Strides in Development of Medical Education. Vol. 8, No. 2, Pp.776_83. [In Persian].
 
Nejati y, Jaliliyan Gh, Badriazin y 2014, The Relationship between Knowledge Management and Self_efficacy in Physical Education Students of Tabriz University, Master's Thesis, Faculty of Physical Education and Sport Sciences, Tabriz University. [In Persian].
Roberson Jr D. N 2005, Self_Directed Learning_Past and Present. Online Submission.
Sadeghi M, Khalili Geshnigani Z 2016, The Role of Self_directed Learning on Predicting Academic Buoyancy in Students of Lorestan University of Medical Sciences. Research in Medical Education. Vol. 8, No. 2, Pp. 9_17. [In Persian].
Saeid N, Mehrabi M 2013, Effectiveness of Teaching Cognitive and Metacognitive Strategies on Strengthen their, Student Self_Directed Learning Readiness and Self Efficacy. Interdisciplinary Journal of Virtual Learning in Medical Sciences (IJVLMS). Vol. 4, No. 3, Pp. 29_39. [In Persian].
Yousefy A, Gordanshekan M 2011, A Review on development of Self-directed learning. Iranian Journal of Medical Education. Vol. 10, No. 7, Pp.776_83. [In Persian].
Vaghri E 2001, Relationship between self-efficacy and crisis coping styles in young couples of Tehran University students in the academic year of 2000_2001. Master's Thesis. Tarbiat Moalem University. [In Persian].
Williamson S.N 2007, Development of a self_rating scale of self_directed learning. Nurse researcher. Vol. 14, No. 2, Pp. 66_83.