پیش‌بینی سرزندگی تحصیلی و خودکارآمدی بر اساس یادگیری خود راهبر دانشجویان دانشگاه علوم پزشکی مازندران

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

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