The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences

Abstract

Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

Exploration and Practice of the Relationship between College Students’ Learning Adaptation and Mental Health under the Information-Based Teaching Environment of Potential Profile Analysis

“…Based on the self-regulated learning theory, we propose that students' learning adaptation in the information-based teaching environment includes five dimensions: learning motivation, information acquisition methods, metacognitive strategies, knowledge acquisition, and knowledge expansion [ 19 ]. Learning motivation refers to the internal motivation that directly promotes students' learning; information acquisition means the ability to obtain learning resources through information technology; metacognitive strategy refers to the strategy of controlling the process of information and monitoring and guiding the cognitive process; knowledge acquisition and knowledge expansion focus on students' ability to understand and apply knowledge at different stages of the learning process [ 20 ]. The questionnaire on students' learning adaptability in the information-based teaching environment (initial version) includes 40 questions, including 8 questions on learning motivation, 6 questions on information acquisition, 8 questions on metacognitive strategies, 12 questions on knowledge acquisition, and 6 questions on knowledge expansion.…”

Deepening Self-Efficacy and Emotional Expectation in Learning through Interpersonal Interaction: An IEEP Perspective

“…Relevant studies have found that in a mixed teaching environment, students' selfefficacy is correlated with academic performance (Warren et al, 2020), and self-efficacy is positively correlated with self-regulated learning strategies (Lee et al, 2020). Career decision-making self-efficacy is also correlated with students' learning styles (Farhang et al, 2020). Akamatsu et al (2019) demonstrated that selfefficacy played a mediating role in the process of metacognitive strategies and self-regulated learning and illustrated the correlation between self-efficacy and learning strategies.…”

University learning style model: Bibliometrics and systematic literature review

“…Although it is true that the cognitive part is very important for the development of the student; but it would have a comprehensive panorama of being developed in values, ethics; in development as a person, who is aware of how to be a collaborative person, who contributes to his society by developing activities that respond to social problems, social pollution and the objectives of sustainable development. Competences are acquired in students according to what has been established in the curricular plan of each university; what comes to do the north of the graduate profile [63], [64]. The skills acquired by the students will depend on the different learning styles that are applied in the class sessions of the different subjects [69], [70].…”