THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING AND SCHOOL MOTIVATION IN MEDICAL STUDENTS OF ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

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YOUSEFI ALIREZA; GORDANSHEKAN MARYAM

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Journal: Iranian Journal of Medical Education Year:2015 | Volume:14 | Issue:12 Page(s): 1060-1067

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Title

THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING AND SCHOOL MOTIVATION IN MEDICAL STUDENTS OF ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

Author(s)

YOUSEFI ALIREZA | GORDANSHEKAN MARYAM | Issue Writer Certificate

Keywords

SELF-DIRECTED LEARNINGQ2

SCHOOL MOTIVATIONQ2

MEDICAL EDUCATIONQ2

MEDICAL STUDENTQ2

Abstract

Introduction: The need for self-learning and self-motivation in MEDICAL STUDENTs is a necessity in today’s knowledge-based world. This study aimed to investigate the relationship between SELF-DIRECTED LEARNING and SCHOOL MOTIVATION in MEDICAL STUDENTs of Isfahan University of Medical Sciences.Methods: In this descriptive-correlational study 300 MEDICAL STUDENTs were selected through the simple random sampling method in 2011-2012 academic years, and completed the standard scales of the Self-rating Scale of SELF-DIRECTED LEARNING (SRSSDL) and the Inventory of SCHOOL MOTIVATION (ISM). The reliability of questionnaires had been verified in previous studies respectively. In this study, Cronbach’s alpha was calculated 0.92 & 0.93. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient).Results: Findings of the 265 completed questionnaires showed a positive significant relationship between SELF-DIRECTED LEARNING and SCHOOL MOTIVATION (r=0.448, p=0.001).The correlation coefficient between SCHOOL MOTIVATION and all factors of SELF-DIRECTED LEARNING was significant and the highest score belonged to the Evaluation factor (r=0.429, p=0.0005). The correlation coefficient between SELF-DIRECTED LEARNING and all factors of SCHOOL MOTIVATION was significant and the highest score belonged to the Effort factor (r=0.544, p=0.0005).Conclusion: The results showed a positive and significant relation between SCHOOL MOTIVATION and Selfdirected learning. Developers of MEDICAL EDUCATION and faculty members can use the results of this research to promote the quality of MEDICAL EDUCATION as a step toward MEDICAL EDUCATION development.

Cites

THE RELATIONSHIP BETWEEN METACOGNITIVE STRATEGIES WITH SELF-DIRECTED LEARNING AMONG STUDENTS OF QOM UNIVERSITY OF MEDICAL SCIENCES

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APA: Copy

YOUSEFI, ALIREZA, & GORDANSHEKAN, MARYAM. (2015). THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING AND SCHOOL MOTIVATION IN MEDICAL STUDENTS OF ISFAHAN UNIVERSITY OF MEDICAL SCIENCES. IRANIAN JOURNAL OF MEDICAL EDUCATION, 14(12), 1060-1067. SID. https://sid.ir/paper/59203/en

Vancouver: Copy

YOUSEFI ALIREZA, GORDANSHEKAN MARYAM. THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING AND SCHOOL MOTIVATION IN MEDICAL STUDENTS OF ISFAHAN UNIVERSITY OF MEDICAL SCIENCES. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2015;14(12):1060-1067. Available from: https://sid.ir/paper/59203/en

IEEE: Copy

ALIREZA YOUSEFI, and MARYAM GORDANSHEKAN, “THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING AND SCHOOL MOTIVATION IN MEDICAL STUDENTS OF ISFAHAN UNIVERSITY OF MEDICAL SCIENCES,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 14, no. 12, pp. 1060–1067, 2015, [Online]. Available: https://sid.ir/paper/59203/en

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