article information

Journal of Medical Education: Vol.18, issue 1; e105660
published online: June 23, 2019
article type: Research Article
received: December 25, 2018
accepted: March 19, 2019
DOI: https://doi.org/10.22037/jme.v18i1.23813
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The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences

authors:

avatar Shahin Tohidi 1 , 2 , avatar Farkhondeh Jamshidi 3 , avatar Hassan Ahmadinia 4 , avatar Maryan Shahdoust 5 , avatar Hossein Karimi Moonaghi 6 , *

Education Development Center, Hamadan University of Medical Sciences, Hamadan, Iran
Department of Medical Surgical Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran
Department of Occupational Therapy, School of Rehabilitation, Zanjan University of Medical Sciences, Zanjan, Iran
Department of Epidemiology and Biostatistics, Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
Department Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
Nursing and Midwifery Care Research Center, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

how to cite: Tohidi S, Jamshidi F, Ahmadinia H, Shahdoust M, Karimi Moonaghi H. The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences. J Med Edu. 2019;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.

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References

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