:: Volume 10, Issue 3 (July-Aug 2017) ::
Educ Strategy Med Sci 2017, 10(3): 157-164 Back to browse issues page
The Relationship Between Self-Efficacy and Achievement Motivation and Academic Adjustment in the First Year Undergraduate Students of Kerman University of Medical Sciences in 2015
Batol Tirgari1 , Mansooreh Azzizadeh fourozi1 , Aazam Heidarzadeh 2, Hasan Abaszadeh3
1- Department of medical Surgeical Nursing, Nursing Research Center, Faculty of Nursing & Midwifery Razi, Kerman University of Medical Sciences, Kerman, Iran
2- Department of medical Surgeical Nursing, Geriatric Research Center, Faculty of Nursing & Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran , heydarzadehaazam@gmail.com
3- Department of Nursing, Faculty of Nursing & Midwifery Razi, Kerman University of Medical Sciences, Kerman, Iran
Abstract:   (7873 Views)

Background and Aims: Introduction: Identify factors affecting academic adjustment is important identifying these factors because of their negative effects on the psychological, educational and material costs can be prevented. Therefore, this study aimed to investigate the relationship between self-efficacy and achievement motivation and academic adjustment in the first year undergraduate students of Kerman University of Medical Sciences were selected.

Methods: This descriptive correlation cross-sectional study in 2015 that 231 students participated in the first semester of Kerman University of Medical Sciences. The data collection tool consists of four parts: demographic information, general self-efficacy, achievement motivation and academic adjustment. Data were analyzed using descriptive and analytical.

Results: The mean ±SD score of self- efficacy has been 51/15 ± 5/55, achievement motivation 73/72 ± 4/04 and academic adjustment 124/28 ± 25/72. Results related to the relationship between self-efficacy and achievement motivation and academic adjustment showed a significant positive correlation between self-efficacy and compatibility, there have been positive (P =0/043). Also no statistically significant relationship between achievement motivation and academic adjustment is (P =0/816).
 Conclusion: According to the results of this study and presented the results of studies on self-efficacy and motivation affect academic adjustment is therefore appropriate intervention programs must be designed for college students, particularly freshmen. Students who have less compatibility can be used counseling programs.
 
Keywords: Academic adjustment, SElf-efficacy, Achievement Motivation, Students of Medical Sciences, Kerman.
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Article Type: Original Research | Subject: Health
Received: 2016/10/4 | Accepted: 2017/05/23 | Published: 2017/07/23
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