Volume 9, Issue 1 (2017)
Res Med Edu 2017, 9(1): 66-58 |
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Educational Psychology, Azahra University, Tehran, Iran , makhavan@alzahra.ac.ir
Abstract: (6245 Views)
Introduction: Medical Sciences students because of the nature of their field of study are more involved in educational environment than other students. Self-efficacy and Academic motivation helps them to use better the academic environment. The aim of this research was to investigate the effects of training success strategies training on self-efficacy and academic motivation in First-year students of Medical Sciences.
Methods: This experimental study was designed as pre- posttest with a control group model which was conducted in Isfahan University of Medical Sciences in 2015-2016. Statistical sample was 24 freshmen students that were selected using random cluster sampling and were divided into experimental and control groups. The intervention was planned for 10 sessions (70 minutes each session). During the research phase, the experimental group received a training package about strategies for university success while the control group did not. The tools of research were Sherer's self-efficacy and Vallerend's academic motivation questionnaires that twice as pretest and post test were conducted for the participants in both groups. Data were analyzed using SPSS and MANCOVA.
Results: The results showed that success strategies training had a significant effect on self-efficacy and academic motivation of students; So that after intervention the mean score of experimental increased significantly in two variables in comparison to control group. Partial eta squared showed this effect on self-efficacy 53% (F=22/43, P<0/01) and motivation 61%(F=30/21, P<0/01).
Conclusion: Based on these results, success strategies instruction may lead to optimized use of the learning environments, increasing self-efficacy and academic motivation in students which provides the foundation for academic achievement.
.Methods: This experimental study was designed as pre- posttest with a control group model which was conducted in Isfahan University of Medical Sciences in 2015-2016. Statistical sample was 24 freshmen students that were selected using random cluster sampling and were divided into experimental and control groups. The intervention was planned for 10 sessions (70 minutes each session). During the research phase, the experimental group received a training package about strategies for university success while the control group did not. The tools of research were Sherer's self-efficacy and Vallerend's academic motivation questionnaires that twice as pretest and post test were conducted for the participants in both groups. Data were analyzed using SPSS and MANCOVA.
Results: The results showed that success strategies training had a significant effect on self-efficacy and academic motivation of students; So that after intervention the mean score of experimental increased significantly in two variables in comparison to control group. Partial eta squared showed this effect on self-efficacy 53% (F=22/43, P<0/01) and motivation 61%(F=30/21, P<0/01).
Conclusion: Based on these results, success strategies instruction may lead to optimized use of the learning environments, increasing self-efficacy and academic motivation in students which provides the foundation for academic achievement.
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