fa انگیزش تحصیلی و ارتباط آن با کیفیت تجارب یادگیری و خودنظم‌دهی در دانشجویان پزشکی بیرجند نظریه­‌های یادگیری و آموزش در علوم پزشکی Theories of Learning and Teaching in Medical Sciences پژوهشی اصيل Original Research <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">موفقیت تحصیلی دانشجویان پزشکی به دلیل نقش مهمی که پس از دانش‌آموختگی در کیفیت نظام سلامت خواهند داشت، یکی از نگرانی‌های مهم نظام آموزش پزشکی است. در مطالعات انجام شده انگیزش تحصیلی، کیفیت تجارب یادگیری و خودنظم‌دهی به عنوان عوامل اثرگذار بر یادگیری (به طور مستقیم یا غیر مستقیم) معرفی شده‌اند. این مطالعه با هدف بررسی انگیزش تحصیلی و ارتباط آن با کیفیت تجارب یادگیری و خودنظم‌دهی دانشجویان پزشکی بیرجند طراحی و اجرا شده است.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">روش کار:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">در اﻳﻦ ﭘﮋوﻫﺶ مقطعی از ﻧﻮع ﺗﻮﺻﻴﻔﻲ ﻫﻤﺒﺴﺘﮕﻲ که در سال 1400 انجام شد، 151 نفر از داﻧﺸﺠﻮﻳﺎن ﭘﺰﺷﻜﻲ بیرجند ﺑﻪ روش ﻧﻤﻮﻧﻪ‌ﮔﻴﺮیﺗﺼﺎدﻓﻲ طبقه‌ای انتخاب و در مطالعه شرکت کردند. دادهﻫﺎ از ﻃﺮﻳﻖ ﭘﺮﺳﺸﻨﺎﻣﻪ‌های اﺳﺘﺎﻧﺪارد اﻧﮕﻴﺰش ﺗﺤﺼﻴﻠﻲ واﻟﺮﻧﺪ، ﻛﻴﻔﻴﺖ&nbsp; ﺗﺠﺎرب ﻳﺎدﮔﻴﺮی ﻧﻴﻮﻣﻦ و ﺧﻮدﻧﻈﻢدﻫﻲ ﻫﺎﻧﮓ و اﻧﻞ به صورت مجازی &nbsp;گردآوری شد. ﺳﭙﺲ اﻃﻼﻋﺎت به دست آمده ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن‌ﻫﺎی آماری ﻣﻮرد ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ ﻗﺮار ﮔﺮﻓﺖ.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتایج: </span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">میانگین نمره انگیزش تحصیلی دانشجویان برابر با 24.95</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span cambria="" style="font-family:">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">135.66 بود که نشان دهنده انگیزش تحصیلی بسیار خوب در دانشجویان است. بین کیفیت ﺗﺠﺎربﻳﺎدﮔﻴﺮی با انگیزش ﺗﺤﺼﻴﻠﻲ راﺑﻄﻪ ای وجود نداﺷﺖ (</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">p-value=0.765</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">).</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">بین انگیزش تحصیلی و خودنظم‌دهی همبستگی از نوع مثبت وجود داشت (</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">p-value<0.05</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">) که این همبستگی برابر با 0.47 بود. ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از مدل رﮔﺮﺳﻴﻮن ﻧﺸﺎن داد که ﺧﻮد ﻧﻈﻢدﻫﻲ ﺑﻪ ﺷﻜﻞ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری ﭘﻴﺶﺑﻴﻨﻲ ﻛﻨﻨﺪه اﻧﮕﻴﺰش ﺗﺤﺼﻴﻠﻲ اﺳﺖ و قادر است حدود 23 درﺻﺪ از وارﻳﺎﻧﺲ اﻧﮕﻴﺰش ﺗﺤﺼﻴﻠﻲ را با اﻳﻦ ﻣﺘﻐﻴﺮ ﺗﺒﻴﻴﻦ کند.</span></span></span><span lang="AR-SA" style="font-family:"B Zar""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتیجه گیری:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> بر اساس نتایج به دست آمده، خودنظم‌دهی و مهارت های مربوط به آن باید بیشتر مورد توجه نظام آموزش پزشکی قرار گیرد. توصیه می‌شود مدرسان به استفاده از روش‌های تدریس مناسب در جهت افزایش انگیزش دانشجویان و آموزش مهارت‌های خودنظم‌دهی به ایشان توجه بیشتری داشته باشند.</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Introduction:</span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">One of the important concerns of the medical education system is the academic success of medical students due to their important role in the quality of the health system. In the previous studies, academic motivation, quality of learning experiences and self-regulation have been introduced as factors affecting learning (directly or indirectly). This study was designed and conducted to investigate the academic motivation and its relationship with the quality of learning experiences and self-regulation of medical students in Birjand.</span><span lang="AR-SA" dir="RTL" style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Methods:</span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">In this cross-sectional descriptive type of correlation study, that was conducted in 1400, 151 medical students of Birjand were selected by stratified random sampling method. Data were collected through the standard questionnaires of Vallerand`s academic motivation, Neuman`s quality of learning experience, and Hong and O&rsquo; Neil self-regulation. Then, the information was analyzed using related statistical tests.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-autospace:none"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Results:</span></b></span></span></span></span><br> <span style="font-size:11pt"><span style="text-autospace:none"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">The average score of students&#39; academic motivation was equal to 135.66&plusmn;24.95, which indicates a very good academic motivation score. There was no relationship between the quality of learning experiences and educational motivation (p-value=0.765). Results showed a positive correlation between academic motivation and self-regulation (p-value<0.05), equal to 0.47. The regression model showed that self-organization is a positive and significant predictor of educational motivation and can explain about 23 percent of the variance of educational motivation.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="tab-stops:236.25pt"><span style="vertical-align:top"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Conclusion:</span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-autospace:none"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">Self-regulation and its related skills should be given more attention by the medical education system. Medical teachers should pay more attention to appropriate teaching methods to increase students&rsquo; motivation and their self-regulation skills.<b><i></i></b></span></span></span></span></span><br> &nbsp; انگیزش تحصیلی, کیفیت تجارب یادگیری, خود­نظم­ دهی academic motivation, quality of learning experiences, self-regulation 92 105 http://edcbmj.ir/browse.php?a_code=A-10-3424-1&slc_lang=fa&sid=1 Kosar Salehi Torrabi کوثر صالحی ترابی kosarsalehi2014@gmail.com 100319475328460041838 0009-0003-0667-8963 No Batool Eghbali بتول اقبالی b73.eghbali@gmail.com 100319475328460041839 100319475328460041839 Yes Malihe Ram ملیحه رام rammalihe@yahoo.com 100319475328460041840 100319475328460041840 No