رابطه خودكارآمدي و تاب‌آوري تحصيلي با سازگاري و عملكرد تحصيلي دانشجويان علوم پزشكي

The Relationship between Academic Self-Efficacy, Academic Resilience, Academic Adjustment, and Academic Performance among Medical Students

مقدمه: حضور در دانشگاه، تجربيات و فرصت‌هايي براي تحول رواني-اجتماعي دانشجويان فراهم مي‌سازد. بااين‌حال، منابع متعدد استرس ممكن است سازگاري تحصيلي دانشجويان را با مشكل مواجه سازد. پژوهش حاضر با هدف بررسي رابطه خودكارآمدي تحصيلي و تاب‌آوري تحصيلي با سازگاري و عملكرد تحصيلي دانشجويان علوم پزشكي انجام گرفت. روش كار: پژوهش حاضر از نوع توصيفي با طرح همبستگي است. تعداد 220 دانشجوي دانشگاه علوم پزشكي كاشان (شامل 143 دختر و 77 پسر) در نيمسال دوم 95-96 با استفاده از روش نمونه‌گيري تصادفي طبقه‌اي انتخاب شدند و به پرسشنامه‌هاي تاب‌آوري تحصيلي مارتين و مارش، خودكارآمدي تحصيلي مك‌ايلروي و بانتينگ، مؤلفه سازگاري تحصيلي از پرسشنامه سازگاري با دانشگاه بيكر و سيرياك و معدل كل و سؤالات دموگرافيك پاسخ دادند. داده‌ها با استفاده از آزمون همبستگي پيرسون ازطريق نرم‌افزار SPSS-22 مورد تجزيه و تحليل قرار گرفت. يافته‌ها: نتايج نشان داد كه خودكارآمدي تحصيلي با سازگاري تحصيلي (0/55 = r و 0/001 > P) وعملكرد تحصيلي (0/29 = r و 0/001 > P) و همچنين، بين تاب‌آوري تحصيلي با سازگاري تحصيلي (0/47 = r و 0/001>P) و عملكرد تحصيلي (0/25 = r و 0/001 >P) همبستگي مثبت معناداري دارد. نتايج تحليل رگرسيون همزمان نشان داد خودكارآمدي تحصيلي (0/001 > P، 0/83 = t، 0/42 = β) و تاب‌آوري تحصيلي (0/001 > P، 0/29 = t، 0/26 = β) توانستند 35 درصد از واريانس سازگاري تحصيلي را به طور معناداري تبيين كنند. همچنين، خودكارآمدي تحصيلي (003/0 = P، 009/3 = t، 22/0 = β) و تاب‌آوري تحصيلي (0/043 = P، 2/040 = t، 0/15 = β) قادرند 10 درصد واريانس عملكرد تحصيلي را تبيين نمايند. نتيجه‌گيري: به نظر مي‌رسد ازطريق تدوين برنامه‌هاي مناسب در آموزش و اجراي راهكارهاي تقويت خودكارآمدي و تاب‌آوري تحصيلي و ايجاد محيط تسهيل‌كننده آنها مي‌توان به افزايش ميزان سازگاري تحصيلي و بهبود عملكرد تحصيلي دانشجويان كمك نمود.

Introduction: Attending University offers students a unique opportunity in terms of experiences and opportunities for psychosocial development. However, different sources of stress might interfere with students’ academic adjustment. The current study aimed to explore the relationship between academic self-efficacy and academic resilience with academic adjustment and academic performance. Methods: The present study was descriptive with a correlational design. The participants were 220 medical students (143 female; 77 male) who were selected via stratified random sampling (based on gender) in Kashan University of Medical Science in 2017. The data collection instruments included and McIllroy & Bunting Academic Self-efficacy Questionnaire, Martin and Marsh Academic resilience Scale, and Academic adjustment subscale of SACQ. In addition, students’ Grade Point Average (GPA) and demographic information were sought. The data were analyzed using Pearson Product Moment Correlation and regression analysis in SPSS (version 22). Results: The results indicated that there is a statistically significant positive relationship between academic self-efficacy with academic adjustment (r = 0.55, P < 0.001), and academic performance(r = 0.29, P < 0.01). Moreover, there was a statistically significant positive relationship between academic resilience with academic adjustment (r = 0.47, P < 0.001), and academic performance (r = 0.25, P < 0.001). The results of regression analysis showed that academic self-efficacy (β = 0.42, t = 6.83, P > 0.001) and academic resilience (β = 0.26, t = 4.29, P > 0.001) can significantly explain 35% of the variance in academic adjustment. Also, academic self-efficacy (β = 0.22, t = 3.009, P = 0.003) and academic resilience (β = 0.15, t = 2.040, P = 0.043) could explain 10% of the variance in academic performance. Conclusions: Students’ academic adjustment and academic performance could be enhanced by planning useful programs for improving academic resilience and academic self-efficacy as well as by creating a facilitative environment.