@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2015;8(4):255-260

Background
… [1] Self-efficacy beliefs determine how much people spend their energy for their activities and to what extend they resist the obstacles [2]. … [3-13]
Previous Studies
Internet use is associated with personality traits [14] and the use of internet increases the creativity [15]. Multimedia classes compared with regular classes can be an intellectual breeding ground for students [16] and online training develops critical thinking of the students [17].
Aim(s)
This study aimed to investigate the role of internet use of self-efficacy, educational motivation and academic achievement of medical students.
Research type
This is a quasi-experimental research.
Research society, place and time
The students of Tabriz University of Medical Sciences (Iran) were studied in the academic year 2013-2014.
Sampling method and number
368 persons (according to the Morgan Table) were selected using Stratified Random Sampling from different academic disciplines and also between the male and female students. 5 samples were excluded from the study due to failure to respond to all questions and finally, 363 persons were considered as the final samples. 174 students were internet users and 189 were not.
Used devices&materials
In order to measure the variables and collect data, Academic Motivation Scale, the General Self-Efficacy Scale (GSES) and a researcher-made questionnaire of internet use as well as the latest students` grade point average (GPA) were used. Academic Motivation Scale [18] contains 43 items which measures 8 total components in the areas of interest in the assignment (4 items), educational efforts (7 items), completion (6 items), social power (6 items), gaining solidarity (3 items), social interest (5 items), gaining praise (5 items), and to typify (7 items). The scoring of motivation scale is in five-point Likert scale (1=totally disagree to 5=totally agree). Higher scores show higher academic motivation. The reliability of the total scale was calculated 0.9. To assess the self-efficacy, including general self-efficacy, creativity, effort and perseverance, GSES was used. This questionnaire contains 17 five-point questions which have been developed as a Likert scale. The reliability of the scale obtained 0.56 using Cronbach`s Alpha. For obtaining information about the use of the internet, a questionnaire was prepared by the researcher, and basic internet skills and ICDL, at least half an hour daily use of the internet and having an e-mail address and social networks were considered as criteria for being an internet user. At first, to compare the self-efficacy (with 4 components) and motivation (with 8 components) between students of internet users and nonusers the Multivariate Analysis of Variance and then to compare each of these components individually between studied group One-way ANOVA were used. Grade point average (GPA) scores of internet user and non-user students were compared using Independent T-test. … [19-22]
Findings by Text
174 internet users and 189 non-users participated in the study. In the group of internet users there were 49 females and 125 males and in the group of internet non-users there were 87 females and 102 males. There is a significant difference between the mean of self-efficacy in internet users and non-users groups. In further investigations, the mean of general self-efficacy scores, creativity and effort was statistically significant in internet users and nonusers groups. However, the mean score of component of perseverance was not significant in the two groups. In other words, internet user students had higher scores in general self-efficacy, creativity and effort, but the difference between the mean score of internet users and non-users was not significant in perseverance. Also, there was a significant difference between the mean score of students` academic motivation in two groups of students (internet users and non-users). In further investigation, the mean scores of interest in assignment, academic effort, social interest, praise gaining, typifying, business continuity, and competitiveness of internet users were significantly better than the internet non-users. However, in the component of social power there was no statistically significant difference between two groups including internet users and non-users students (Table 1). The mean of academic achievement of internet user students (16.56 ± 2.11) was significantly more than the mean of those of non-user students (15.28 ± 2.20).
Main comparison to the similar studies
General self-efficacy and creativity and effort in the internet user students are significantly better than non-user students. However, in perseverance there is a statistically significant difference between two groups of internet users and non-users. This finding is consistent with other researches [6-8]. The mean of academic achievement of internet-user students is more than non-users. IT and computer application has a positive effect on the academic achievement of the users [23] and this results is consistent with the current study. None of the different motivations for study has any relation with the level of familiarity with the internet [24]. It has been shown that the academic achievement of internet users is less than non-users [25]. The result is incompatible with these results. … [26]
Suggestions
Combining classroom teaching with assignments that require students to use the internet is necessary.
Limitations
The data obtained in this study is limited to the questionnaire and some variables such as the financial and cultural status of students` families have not been under the control. The diagnostic criterion for non-users of the internet was not only using of the internet; and less utilization of the internet was placing under the non-user category. In the present study, students` ability in using internet was not practically evaluated.
Conclusions
Self-efficacy and academic achievement motivation of students who use internet is more than students who do not use the internet.
Acknowledgments
Faculty members, staffs and students of Tabriz University of Medical Sciences are appreciated.
Conflict of interest
Non-declared
Ethical Permissions
Non-declared
Funding Sources
Non-declared

TABLES and CHARTS

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