پيش بيني سرزندگي تحصيلي و خودكارآمدي بر اساس يادگيري خود راهبر دانشجويان دانشگاه علوم پزشكي مازندران

Educational Vitality and Self-efficacy Prediction based on Self-directed Learning of Students at Mazandaran University of Medical Sciences

يادگيري خود راهبر از عوامل موثر بر سرزندگي تحصيلي و خودكارآمدي دانشجويان مي باشد. اين پژوهش با هدف پيش بيني پذيري سرزندگي تحصيلي و خودكارآمدي دانشجويان بر اساس يادگيري خود راهبر در دانشگاه علوم پزشكي مازندران انجام پذيرفت. پژوهش حاضر مطالعه اي توصيفي از نوع همبستگي بود. جامعه آماري، دانشجويان پزشكي دانشكده پزشكي ساري به تعداد 1235 نفر بودند. روش نمونه گيري تصادفي طبقه اي و براي تعيين حجم نمونه از جدول كرجسي و مورگان استفاده شد كه 297 نفر در اين پژوهش شركت داشتند، جهت گردآوري اطلاعات از سه پرسش نامه يادگيري خود راهبر، سرزندگي تحصيلي و خودكارآمدي استفاده شد. روايي محتوي پرسش نامه با نظر خبرگان و پايايي آن با آلفاي كرونباخ،0.91 براي يادگيري خود راهبر،0.89 سرزندگي تحصيلي،0.87 خودكارآمدي محاسبه گرديد. داده ها با استفاده از ضريب همبستگي و رگرسيون چندگانه و نرم افزارSPSS18 مورد تحليل قرار گرفت. نتايج نشان داد كه بين يادگيري خود راهبر(0.555) و مولفه هاي آن خود كنترلي(0.611)، خود مديريتي(0.540) و رغبت براي يادگيري(0.477) با سرزندگي تحصيلي رابطه وجود دارد. بين يادگيري خود راهبر(0.71) و مولفه هاي آن(خود كنترلي(0.741)، خود مديريتي(0.640) و رغبت براي يادگيري(0.547) با خودكارآمدي دانشجويان پزشكي دانشكده پزشكي ساري رابطه(0.71) وجود دارد. مولفه هاي يادگيري خود راهبر پيش بيني كننده هاي معني داري, (P <0.05) (FF = 36.46)براي سرزندگي تحصيلي و هم چنين پيش بيني كنندگي معني داري ,(P <0.05) (F = 25.09)براي خودكارآمدي دانشجويان بودند. نتايج پژوهش حاكي از اهميت نقش يادگيري خود راهبر در ارتقاي سرزندگي تحصيلي و خودكارآمدي دانشجويان دانشگاه علوم پزشكي مازندران بوده و توصيه مي گردد كارگاه هايي براي افزايش يادگيري خود راهبر دانشجويان برگزار گردد.

Abstract: A Self-directed learning is one of the factors affecting academic keenness and readiness and self-efficacy of students. This study was conducted with the aim of predicting academic vitality and self-efficacy of students based upon self-directed learning in Mazandaran University of Medical Sciences. The present study was a descriptive study of correlation type. The statistical population included 1235 students at medical school in Sari medical school. 297 participants as the sample size were selected through a randomized stratified sampling method and by Krejcy and Morgan tables. Then, to collect information, three self-directed learning, academic vitality, and self-efficacy questionnaire were used that the validity of the questionnaire were estimated with expert opinion, and the reliability with Cronbach's alpha, 0.91 for selfdirected learning, 0.89 academic readinesses, and 0.87 self-efficacies were calculated. Next, data were analyzed using correlation coefficient and multiple regression and SPSS18 software. As a concequence, there was a relationship between self-directed learning (0.5555) and its components (self-control (0.611), self-management (0.540), and willingness to learn (0.447) with academic vitality. In additions, a connection was observed among self-directed learning (0.71) and its components (self-control (0.741), self-management (0.640) and willingness to learn (0.547) with the self-efficacy of medical students of Sari medical school (0.71). The findings also showed that components of self-directed learning were significant predictors (P <0.05) (FF = 36.46) for educational vitality and also valuable predictors (P <0.05) (F = 25.09) for self-efficacy of students. Considering the results of present study, that self-directed learning had an important role in promoting the academic vitality and self-efficacy of Mazandaran University of Medical Sciences students. Hence, it is recommended that workshops should be held to increase student self-directed learning.