Volume 16, Issue 2 (Pajouhan Scientific Journal, Winter 2018)                   psj 2018, 16(2): 28-34 | Back to browse issues page


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Mirzaei-Alavijeh M, Hosseini S N, Motlagh M I, Jalilian F. Academic self-efficacy and its relationship with academic variables among Kermanshah University of Medical Sciences students: a cross sectional study. psj. 2018; 16 (2) :28-34
URL: http://psj.umsha.ac.ir/article-1-380-en.html
1- Assistant Professor, Department of Public Health, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran.
2- Assistant Professor, Ministry of Health and Medical Sciences, Tehran, Iran.
3- Professor, Department of Pediatrics, Faculty Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
4- Assistant Professor, Department of Public Health, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran. , f_jalilian@yahoo.com
Abstract:   (5566 Views)

Background and Objectives: Academic self-efficacy defined as perception of ability to do the tasks necessary to achieve the educational goals. Students with higher academic self-efficacy have better educational adaptability and more beneficial learning strategies. The aim of this study was to determine the academic self-efficacy and its relationship with academic variables among Kermanshah University of Medical Sciences students.
Materials and Methods: This cross-sectional study conducted among 370 of student Kermanshah University of medical sciences in 2016. Students selected in random simple sampling with probability proportional to size, and data were collected by self-report with using academic self-efficacy of McElroy questionnaire. Data were analyzed by SPSS-16 using Pearson correlation, t-test and linear regression analyses.
Results: The age range of the students was 18 to 29 and the mean was 22.99 ± 3.35 years. The mean of academic self-efficacy was 53.10±7.40. The student gained 75.8% of the maximum score of academic self-efficacy. Higher age, married, not living in dormitory and educational level (MD students) were significant predictors of higher level of academic self-efficacy.
Conclusions: The planning an effective intervention to promote self-academic, especially for undergraduate students are necessity.
 

Full-Text [PDF 591 kb]   (2301 Downloads)    
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2017/06/3 | Accepted: 2017/10/18 | Published: 2018/01/14

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