article information

Journal of Medical Education: Vol.16, issue 1; e105565
published online: August 02, 2017
article type: Research Article
received: January 05, 2017
accepted: March 14, 2017
DOI: https://doi.org/10.22037/jme.v16i1.15658
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Relationship between Metacognitive Learning Strategies, Goal Orientation, and Test Anxiety among Students at Birjand University of Medical Sciences

authors:

avatar Yahya Mohammadi 1 , avatar Sima Kazemi 2 , avatar Hasan Tahan 3 , * , avatar Somayeh Lalozaee 4

Education Development Center, Birjand University of Medical Sciences; and PhD Student of Curriculum Planning, Allameh Tabataba’i University, Tehran, Iran
Department of Management, Faculty of Humanities, Birjand Branch, Islamic Azad University, Birjand, Iran
Master of Educational Research, Lecturer of Payam Noor Torbat, Employed in Education City Roshtkhar, Iran
Master of Islamic Jurisprudence, Employed in Education City Roshtkhar, Iran

how to cite: Mohammadi Y, Kazemi S, Tahan H, Lalozaee S. Relationship between Metacognitive Learning Strategies, Goal Orientation, and Test Anxiety among Students at Birjand University of Medical Sciences. J Med Edu. 2017;16(1):e105565. https://doi.org/10.22037/jme.v16i1.15658.

Abstract

Background: Academic achievement of students in the fields of medical sciences is influenced by several factors, including cognitive learning strategies, goal orientation, and test anxiety. We aimed to assess the relationship between metacognitive learning strategies, goal orientation, and test anxiety.Methods: The statistical population of this descriptive and analytical study was 2621 students studying at Birjand University of Medical Sciences. The sample size was calculated to be 335 according to Krejcie and Morgan’s table and determined via stratified-randomized sampling method. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect data which consisted of 47 items on cognitive learning strategies, goal orientation, and test anxiety. Data were analyzed using independent t, Pearson’s correlation, and ANOVA tests.Results: The results showed a significant, negative correlation between the dimensions of metacognitive learning strategies and test anxiety as well as a significant, positive association between the dimensions of metacognitive learning strategies and goal orientation (P<0.05). There was a significant difference between test anxiety mean scores of male and female students, while there was no significant difference between the mean values of goal orientation and test anxiety in terms of faculty andstudent age (P>0.05).Conclusion: According to the results, metacognitive learning strategies and goal orientation are two contributory factors to reduction of test anxiety in students.

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