The Relationship between SelfDirected Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences

Background: As science is developing, the ability of students in selfdirected learning becomes more and more important. The purpose of this study was to determine the relationship between selfdirected learning and motive of progress and learning strategies in medical students.Methods: This descriptivecorrelational study was conducted on 283 undergraduate students in 2016. Sample size was determined based on guideline study and correlation coefficient between study variables. Data were collected by Fischer selfassessment questionnaire, Hermann’s motivation for progression, and selflearning strategies through stratified sampling. Data were analyzed using SPSS software and descriptive and analytical statistics were used.Results: The average participants’ age was 22.85 3.97. 190 participants were males (67.2%). The mean score of selfdirected learning, learning strategies, and developmental motivation was 84.24±7.96, 75.77±11.38, and 75.42±10.40, respectively. There was a direct and significantly positive correlation between selfesteem and developmental motivation (r=0.61) and learning strategies (r=0.60) (P lt;0.001).By fitting a regression model and considering the learning strategies and the motivation for progress as predictor variables and selfexplanatory as a criterion variable (R=70%), R2=50%, beta and alpha coefficients indicate the significance of the relationship between the variables studied.Conclusion: Significant motivation to progress and learning strategies are considered as two predictor variables in selfdirected learning. In this regard, promotion and management of the components affecting selfdirected learning such as motivation for progress and learning strategies are highly significant.Keywords: EDUCATION, LEARNING STRATEGIES, MOTIVATION, SELFDIRECTED LEARNING