The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson

Garshasbi, Ayoub; khorsand, E; Taghizadeh, Ali

doi:10.29252/rme.10.1.9

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…The findings of Garshasbi et al also demonstrated a correlation between achievement motivation and academic achievement (28). Consistent with the present study, the results obtained by Emmanuel et al in the students in Ghana indicated that despite the positive correlation between achievement motivation and academic achievement, the correlation was not statistically significant (29).…”

Section: Discussionsupporting

confidence: 88%

Achievement Motivation: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran

Mirzaei-Alavijeh

Jalili

Khazaie

et al. 2021

J Health Rep Technol

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Background: Motivation is defined as the development of an individual’s desire to succeed and participate in the activities in which success depends on personal effort and ability. Objectives: The present study aimed to evaluate the status of achievement motivation in university students. Methods: This cross-sectional study was conducted on 182 medical, dentistry, and pharmacology students at Kermanshah University of Medical Sciences (KUMS), Iran in 2018. The participants were selected via simple random sampling with a probability appropriate to the selected sample size. Data were collected using a self-report questionnaire. Data analysis was performed in SPSS version 16 using chi-square and t-test at the significance level of 95%. Results: The mean age of the participants was 21.14 ± 1.68 years (age range: 19 - 25 years). The mean score of achievement motivation was 77.64 ± 7.35, which indicated that the participants obtained 66.93% of the maximum score. In addition, 89.5% and 10.5% of the students had moderate and favorable achievement motivation, respectively. Achievement motivation was significantly correlated with age (P = 0.031), male gender (P = 0.022), and maternal education level (P = 0.018). Conclusions: According to the results, the achievement motivation of the majority of the KUMS students was moderate. Therefore, proper planning is required to improve the achievement motivation of these students.

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Section: Discussionsupporting

confidence: 88%

Achievement Motivation: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran

Mirzaei-Alavijeh

Jalili

Khazaie

et al. 2021

J Health Rep Technol

View full text Add to dashboard Cite

show abstract

“…Zimmerman (2000) introduces this important construct in the teaching-learning process as self-regulating, focusing on and controlling the way in which the learner begins the rst step in learning (12). In fact, self-regulation refers to the fact that learners can facilitate learning process regardless of their previous learning ability and by using a conducive environment (13).…”

Section: Introductionmentioning

confidence: 99%

Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

Mosalanejad¹,

karamzadeh²,

Bazrafkan³

2020

Preprint

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Background Now in training physicians, should be pay attention to medical education and clinical skills with respect to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a comprehensive case study educational program of ethics course based on blended learning model and its effect on indicators of active learning. MethodsThis quasi-experimental intervention study was performed on 70 physiopathology medical students who had taken medical ethics course. The students' educational program included teaching theoretical topics of medical ethics, discussing ethical issues and clinical reasoning on cases, discussing in forum environment and individual assignments in LMS system and completing portfolio. Student evaluation was associated with evaluating the effect of method on students' knowledge, attitude and ethical reasoning skills. The impact of intervention on self-directed learning and self-regulation was also investigated. Data collection tools were Gaglimino (1978) and Beauford (1995) self-directed readiness questionnaires that students answered before and after their intervention. . Data analysis was performed using SPSS software at two levels of descriptive and analytic statistics. Results The results showed that there was a significant difference between students 'self-direction after the intervention compared to before the intervention (p = 0.005). but, students' self-regulation was not significant despite the increase after the intervention (p = 0.149). Also, the total score of students in intervention group were significant compared to traditional group (p<.05).Conclusion According to research findings, it is suggested that while considering student-centered educational approaches based on case study, the use of blended learning in medical ethics course, can have a positive effects on improving students' learning and individual learning indicators (self-regulation and self-directed learning). Using those method suggest in other medical courses.

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The Association of Self-efficacy with Self-care Behaviors, Anxiety, and Academic Motivation in Iranian Medical Sciences Students

Amiri,

Sadeghi,

Parvane

et al. 2024

TOPHJ

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Background and Objective Medical students are most susceptible to contracting stressful clinical phenomena and experiencing subsequent psychological consequences. The study aimed to investigate the association between self-efficacy, self-care, and anxiety with academic motivation among students enrolled at Shahroud University of Medical Sciences. Materials and Methods This cross-sectional study, conducted in 2022 immediately after the university opening during the COVID-19 pandemic,to investigate anxiety and self-care behaviors related to COVID-19, academic self-efficacy, and motivation among 339 students from diverse medical science disciplines. A multi-stage random sampling technique was employed to choose the participants. The data underwent analysis using one-way ANOVA, Chi-square test, and linear regression model. The significance level for all tests was 0.05. Results The mean score of students' self-care behavior was 56.5±13.7, the mean academic self-efficacy was 106.5±17.6, and the mean academic motivation score was 98.5±13.0. The mean score of students' anxiety about COVID-19 was 6.9±6.9, suggesting a low level of anxiety. A total of 70 participants (20.6%) demonstrated good self-care behaviors against COVID-19, 316 (93.2%) reported reduced anxiety related to COVID-19, and 154 (45.4%) reported high levels of academic motivation. Only the self-care behaviors and academic motivation variables in the faculty and COVID-19 setting were shown to be substantially correlated with the sense of academic self-efficacy in the final model. Conclusion Medical students have been found to have significantly lower motivation and academic self-efficacy than students in other fields of study, so the need for identification of causes and implementation of intervention measures has been deemed necessary.

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The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson

Cited by 4 publications

References 9 publications

Achievement Motivation: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran

Achievement Motivation: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran

Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

The Association of Self-efficacy with Self-care Behaviors, Anxiety, and Academic Motivation in Iranian Medical Sciences Students

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