The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences

Shahin Tohidi; Farkhondeh Jamshidi; Hassan Ahmadinia; Maryan Shahdoust; Hossein Karimi Moonaghi

doi:10.22037/jme.v18i1.23813

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

https://doi.org/10.22037/jme.v18i1.23813

The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences

Author(s):

Shahin Tohidi^{1, 2},

Farkhondeh Jamshidi³,

Hassan Ahmadinia⁴,

Maryan Shahdoust⁵,

Hossein Karimi Moonaghi^6,*

1Education Development Center, Hamadan University of Medical Sciences, Hamadan, Iran

2Department of Medical Surgical Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran

3Department of Occupational Therapy, School of Rehabilitation, Zanjan University of Medical Sciences, Zanjan, Iran

4Department of Epidemiology and Biostatistics, Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

5Department Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran

6Nursing and Midwifery Care Research Center, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Journal of Medical Education for Future Demands:Vol. 18, issue 1; e105660

Published online:Jun 23, 2019

Article type:Research Article

Received:Dec 25, 2018

Accepted:Mar 19, 2019

How to Cite:Shahin TohidiFarkhondeh JamshidiHassan AhmadiniaMaryan ShahdoustHossein Karimi MoonaghiThe Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences.J Med Edu.18(1):e105660.https://doi.org/10.22037/jme.v18i1.23813.

Abstract

Background: As science is developing, the ability of students in self-directed learning becomes more and more important. The purpose of this study was to determine the relationship between self-directed learning and motive of progress and learning strategies in medical students.Methods: This descriptive-correlational 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 self-assessment questionnaire, Hermann’s motivation for progression, and self-learning 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 self-directed 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 self-esteem and developmental motivation (r=0.61) and learning strategies (r=0.60) (P<0.001).By fitting a regression model and considering the learning strategies and the motivation for progress as predictor variables and self-explanatory 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 self-directed learning. In this regard, promotion and management of the components affecting self-directed learning such as motivation for progress and learning strategies are highly significant.

Keywords

Education

Learning Strategies

Motivation

Self-Directed Learning

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Search Relations

Author(s):

Shahin Tohidi:[PubMed][Scholar]
Farkhondeh Jamshidi:[PubMed][Scholar]
Hassan Ahmadinia:[PubMed][Scholar]
Maryan Shahdoust:[PubMed][Scholar]
Hossein Karimi Moonaghi:[PubMed][Scholar]