THE ROLE OF SELF-DIRECTED LEARNING ON PREDICTING ACADEMIC BUOYANCY IN STUDENTS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES

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SADEGHI M.; KHALILI GESHNIGANI Z.

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Journal: Journal of Research in Medical Education Year:2016 | Volume:8 | Issue:2 Page(s): 9-17

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Title

THE ROLE OF SELF-DIRECTED LEARNING ON PREDICTING ACADEMIC BUOYANCY IN STUDENTS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES

Author(s)

SADEGHI M. | KHALILI GESHNIGANI Z. | Issue Writer Certificate

Keywords

SELF-DIRECTED LEARNINGQ2

ACADEMIC BUOYANCYQ1

STUDENTSQ2

UNIVERSITYQ1

MEDICAL SCIENCESQ1

Abstract

Introduction: ACADEMIC BUOYANCY and self- directed learning are effective factors in STUDENTS learning and play an important role in academic success. The aim of the present study was to investigate the role of SELF-DIRECTED LEARNING on predicting ACADEMIC BUOYANCY in STUDENTS of Lorestan UNIVERSITY of MEDICAL SCIENCES.Methods: this is a descriptive and correlational study and statistical population of research included all STUDENTS of Lorestan UNIVERSITY of MEDICAL SCIENCES in the academic year of 2014- 2015. By means of partial stratified sampling a number of 369 STUDENTS were selected based on Chochran’s formula. Data were collected through self- directed learning questionnaire as well as ACADEMIC BUOYANCY questionnaire. Data were analyzed by Pearson correlation, multiple regression analysis and T independents through SPSS.Results: The results showed significant positive correlation between SELF-DIRECTED LEARNING (r=0.33) and its aspects including, self-control (r=0.38), autonomy (r=0.27) and willingness for learning (r=0.31) with ACADEMIC BUOYANCY (P<0.01).Moreover, among different aspects of SELF-DIRECTED LEARNING, self- control and willingness for learning were meaningful predictors of STUDENTS’ ACADEMIC BUOYANCY (P<0.01, F=36.02). In addition, comparison of different aspects of SELF-DIRECTED LEARNING revealed that female STUDENTS have shown a higher self-control and willingness for learning than male STUDENTS (P<0.01). While male STUDENTS have higher ACADEMIC BUOYANCY than female STUDENTS (P<0.01).Conclusion: The results of the study confirm the significant role of SELF-DIRECTED LEARNING in developing ACADEMIC BUOYANCY in STUDENTS of Lorestan UNIVERSITY of MEDICAL SCIENCES. It is recommended that workshops should be hold in order to developing STUDENTS’ SELF-DIRECTED LEARNING.

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APA: Copy

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, 8(2 ), 9-17. SID. https://sid.ir/paper/244476/en

Vancouver: Copy

SADEGHI M., KHALILI GESHNIGANI Z.. THE ROLE OF SELF-DIRECTED LEARNING ON PREDICTING ACADEMIC BUOYANCY IN STUDENTS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES. RESEARCH IN MEDICAL EDUCATION[Internet]. 2016;8(2 ):9-17. Available from: https://sid.ir/paper/244476/en

IEEE: Copy

M. SADEGHI, and Z. KHALILI GESHNIGANI, “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, 2016, [Online]. Available: https://sid.ir/paper/244476/en

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