ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Ghobadi   K. (1)
Haddadi   S. (*)
Dadashzade   S. (2)






(*) Educational Sciences Department, Educational Sciences & Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
(1) Educational Sciences Department, Educational Sciences & Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
(2) Educational Sciences Department, Literature & Human Sciences Faculty, Urmia University, Urmia, Iran

Correspondence

Address: Department of Physical Education, General Office of Education & Training, Artesh Street, Yasuj, Iran
Phone: +987433226110
Fax: +987433226110
sofiya.haddad2000@gmail.com

Article History

Received:  January  28, 2015
Accepted:  September 28, 2015
ePublished:  October 25, 2015

BRIEF TEXT


… [1-12] Developmental objectives have been defined as a level of competence that seeks to guide further behavior [13]. … [14-16] A direct correlation has been shown between mastery goals and academic achievement [17]. Approach and mastery goals are the most important predictors of academic achievement [18]. … [19-22]

There is a significant relationship between students 'self-directed learning and motivation [23]. Self-regulated learning strategies are linked with the academic achievement [24]. Mastery goals had the most indirect effect on academic achievement [25]. Self-regulated learning can improve academic achievement and increase learning motivation [26]. So far, no research has been done which directly determine the nursing students 'development goals and determine the relationship between development goals and self-directed learning. … [27, 28]

This study aimed to prioritize the development objectives of nursing and midwifery students and to investigate any correlation between the classification and self-directed learning.

This is a descriptive study.

Undergraduate students (nursing, midwifery, operation room, and anesthesia) of Nursing and Midwifery School of Mashhad University of Medical Sciences (Iran) who were studying in the academic year 2012-2013 were selected for this study.

220 subjects were selected using Morgan Table and through Multistage Stratified Sampling. 209 (59 males and 150 females) questionnaire were returned.

To evaluate the development objectives, Development Objectives Questionnaire [14] was used. Responding to the questions was based on seven-point Likert scale. Choosing option 1 meant that subject of that question did not apply to the participants at all and choosing option 7 meant that the subject of that question totally applied for the participant. Content validity of the questionnaire was confirmed using Cronbach`s Alpha and Confirmatory Factor Analysis. Development questionnaire contains 18 questions and includes subscales of mastery, approach -performance and avoidance-performance goals. To evaluate self-directed learning, Self-Directed Learning Scale [3] was used. This questionnaire contains 52 items. In this scale, the participants answered to five-point Likert scale questions from totally disagree to totally agree. The reliability of this questionnaire was 0.83using Cronbach`s Alpha. The construct validity of this questionnaire using Confirmatory Factor Analysis has been reported favorable [8]. In this research, 41-item questionnaire was used. In this study, Cronbach`s Alpha for the whole sample of students was 0.86. Data analysis was carried out through SPSS 21 using descriptive statistics (frequency, percentage, mean and standard deviation), inferential statistics (Chi-square, ANOVA, and Turkey test). To investigate any significant difference between the first prioritization of all students as well as the first prioritization of male and female students, chi-square test was used. To investigate the score of self-directed learning of participants regarding the prioritization of development objectives, One-way Analysis of Variance (ANOVA) and Tukey Post-hoc test were used.

Totally, 209 students were enrolled. 59 students were male and 150 were female. 77 (37%) of the total number of participants gave priority to mastery objectives; 103(49%) of the participants gave priority to approach goals and 29 (14%) gave priority to avoidance goals. There was a significant difference between the first prioritization of development objectives in all students i.e. approach goals were the first priority than other goals. However, there was no significant difference between the first prioritization of male and female students i.e. male and female students do not give any priority to any of particular goals in the selection of the first priority of development objectives (Table 1). The mean score of self-directed learning for those who had given their first priority to mastery goals was 160.17 ± 14.20; it was 156.86 ± 14.10 by persons who had selected mastery goals as their first priority, and it was 151.75 ± 17.60 by those who had given priority to avoidance goals. Prioritization of development goals had a significant effect on students` self-directness. And there was a significant difference in self-directness between the students whose first priority was approach goals and those whose first priority was avoidance goals. The difference was in favor of the students whose first priority was mastery goals.

Students have given more priority to approach goals compared to other goals. Nursing Students' access to skill and cognitive goals has been appropriate [29] which is in line with the present results. Students, who have approach goals, compare their performance with others [30] and try to achieve good scores or satisfy others [27]. … [31] There was no significant difference between male and female students in the selection of first priority of development goals. There is a significant difference the in priority of goals between Iranian and American male and female students [32] that is inconsistent with the results of this study. There is a significant difference between the students whose first priorities are avoidance and approach goals and those whose first priority is mastery goals. In addition, the mean score of self-directed learning in students having mastery goals as their priority is more than those having approach and avoidance goals as their priority. Those who have mastery goals are highly self-directed in learning. This finding is in line with the results of other studies [15, 16, 21-26].

University instructors should try to create nursing school environment and teaching in such a way to improve students` incentive structures.

The limitation of this study is its conduction only in School of Nursing and Midwifery and lack of its capability for generalization to other medical schools.

The first priority of nursing and midwifery students is approach goals. Students having mastery goals have higher self-directness in learning than the students having approach or avoidance goals.

Students of Nursing and Midwifery School of Mashhad University of Medical Sciences are appreciated.

The results of this research are not in conflict with the interests of any organization.

Going to college, students were asked if they want to respond to the questionnaire. Also, enough time was given to them to answer the questions.

This study has not been financially supported.

TABLES and CHARTS

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