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Relationships between Self-Regulated Learning and Academic Success among Students of Paramedicine Faculty of Hamedan University of Medical Sciences
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Mahnaz Moghadri Koosha   1, Fatemeh Cheragi2 , Hamideh Mozafari3 , Behzad Imani4 , Behnaz Moghadari Koosha5 , Mohammad Moghadasi Amir6 , Mozhgan Jikar7 |
1- MSc in Medical Surgical Nursing, Department of Operating Room, Faculty of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran , moghadarikoosha@yahoo.com
2- Ph.D in Nursing, Department of Nursing, Member of Maternity and Child Care Research Center, Faculty of Nursing and Midwifery, Hamedan University of Medical Sciences, Hamedan, Iran
3- MSc in Anesthesiology, Department of Anesthesiology, Faculty of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran
4- Ph.D in Nursing, Department of Operating Room, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran
5- MSc in Medical Surgical Nursing, Hospital Cardiovascular Subspeciality Farshchian, Hamadan University of Medical Sciences, Hamadan, Iran
6- PhD Student of Biostatistics, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
7- MSc in Medical Surgical Nursing, Department of Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran |
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Abstract: (5324 Views) |
Introduction: This study examined the relationships between self-regulated learning and academic success of paramedical students in 2017.
Methods: The Design of this study is descriptive and Analytical. The statistical population of this study included all paramedical students in Hamedan University of Medical Sciences. Research sample was consisted of 400 3rd to 8th semester students of Paramedical School, which were selected by census sampling method. Data collecting was conducted by using self-regulated learning questionnaire. The average grade of all students' courses was also considered as a criterion for assessing their academic success status.
Results: The results showed that the mean of self-regulated learning score was 77.10 and the average grade of all students' courses was 15.92. The Most students (78.75%) used self-regulated learning strategies. According to the multivariable regression model, self-regulating learning factor had a significant effect on Academic success at the significant level of 5% (P < 0.001). Each unit increase in the self-regulatory factor, result to 0.04 unit increase in the average of student score. According to the Independent-Samples t-test, there were significant differences between the level of male and female student's academic achievement (P < 0.001) and Academic achievement of married and single students (P = 0.044). According to the results of this study, self-regulated learning variable explains 9% of the variance of academic achievement.
Conclusions: Using self-regulated learning strategies is effective in student's academic success and result to Increases their academic achievement.Therefore,it is recommended that these strategies be included in student training programs. |
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| Keywords: Self-Regulated Learning, Academic Success, Students |
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Full-Text [PDF 954 kb]
(2224 Downloads)
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Article Type: Original Research |
Subject:
Health
Received: 2017/12/3 | Accepted: 2018/01/31 | Published: 2018/08/3
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