@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):223-229
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):223-229
Achievement Goals Prioritization of Nursing and Midwifery Students and its Relationship with Self-Directed Learning
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
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, IranPhone: +987433226110
Fax: +987433226110
sofiya.haddad2000@gmail.com
Article History
Received: January 28, 2015Accepted: September 28, 2015
ePublished: October 25, 2015
ABSTRACT
Aims
Although the development of lifelong self-directed learning is considered as an inseparable part of the medical profession, its best method of performing in clinical training is still unknown. Achievement goals are of great importance and association in self-directed learning. The present study aimed to prioritize the achievement goals of nursing and midwifery students and its relationship with self-directed learning.
Instrument & Methods This descriptive survey was performed in 209 undergraduate students of nursing, midwifery, surgery room and anesthesia of Mashhad University of Medical Sciences in 2011-2012 who were selected through random stratified sampling method with considering gender. The used instrument was development objectives and self-directed learning’s questionnaires. Data analysis was performed in SPSS 21 software using Chi-square and one-way analysis of variance tests.
Findings 103 of students (49%) had approach goals as their first prioritization. There was a significant difference between all of students’ prioritization (p=0.0001), but no significant difference was observed between achievement goals’ prioritization of males and females (p=0.45). There was a significant positive association between self-directed learning and objectives’ prioritization (p=0.012).
Conclusion The first goal of nursing and midwifery students is approaching. Students who have performance goals have more self-directed learning than who have approach and avoidance goals.
Instrument & Methods This descriptive survey was performed in 209 undergraduate students of nursing, midwifery, surgery room and anesthesia of Mashhad University of Medical Sciences in 2011-2012 who were selected through random stratified sampling method with considering gender. The used instrument was development objectives and self-directed learning’s questionnaires. Data analysis was performed in SPSS 21 software using Chi-square and one-way analysis of variance tests.
Findings 103 of students (49%) had approach goals as their first prioritization. There was a significant difference between all of students’ prioritization (p=0.0001), but no significant difference was observed between achievement goals’ prioritization of males and females (p=0.45). There was a significant positive association between self-directed learning and objectives’ prioritization (p=0.012).
Conclusion The first goal of nursing and midwifery students is approaching. Students who have performance goals have more self-directed learning than who have approach and avoidance goals.
Keywords:
Learning,
Goals,
Students, Nursing ,
Approach Goals ,
Performance Goals ,
Avoidance Goals ,
CITATION LINKS
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[26]Man-Chih A. The effect of the use of selfregulation learning strategies on college student’s performance and satisfaction in physical education [Dissertation]. Australian Catholic University; 2006.
[27]Kareshki H. Role of achievement goalsonself-regulated learning components. Cognitive Sci News. 2008; 39(3):13-21. [Persian]
[28]Nadi MA, Sajadian E. Normalizationscaleself-directioninlearningabouthigh schoolfemale studentsin Isfahan. Q J Educ Innov. 2007;18(5):111-34. [Persian]
[29]Mojalli, M Mahram, B. Assessment of students’ achievement to the goals of the fundamental of nursing course. Nurs Educ. 2013;1(2):36-41. [Persian]
[30]Hejazi E, Naghsh Z, Sangari A. Perception of class structure and mathematics achievement: the mediating role of motivation and cognition. Q J Educ Innov. 2010;4(5):47-66. [Persian]
[31]Mahram B, Namdar Areshtanab H, Vahidi M, Mojalli M, Hoseini Shahidi L. Achievement of educational goals from the perspectives of undergraduate nursing students and head nurses. Nurs Educ. 2013;1(2):29-35. [Persian]
[32]Ahanchian MA, Garavand H. A comparative study of the role of culture in ordering priorities of goals and aspirations: the case of Iranian and American university students. J Soc Sci. 2013; (62):127-155. [Persian]
[2]Yazdanpanah A, Jalahi H. The effective method for postering thinking dispositions of learners. J Mazandaran Univ Med Sci. 2006;16(55):152-60 .[Persian]
[3]Smedley A. The self-directed learning readiness of first year bachelor of nursing students. J Res Nurs. 2007;12(4):373-85.
[4]Gordanshekan M, Yarmohamadian M, Ajami S. The effect of metacognitive instruction on self-directed learning package university medical records. Iran J Med Educ. 2011;10(2):131-40. [Persian]
[5]Ghanbari Hashemabadi BA, Garavand H, Mohammadzadeh Ghasr A, Hosseini SA. A Survey on relation between tendency to critical thinking and self-direction in nursing and midwifery students and its role on their academic achievement. J Med Educ Dev. 2013;7(4):15-27. [Persian]
[6]Chang CC. Evaluating the effects of competency-based web learning on self-directed learning aptitudes. J Comput Math Sci Teach. 2007;26(3):197-216.
[7]Williamson SN. Development of a self-rating scale of self-directed learning. Nurse Res. 2007;14(2):66-83.
[8]Fisher MJ, King J. The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Educ Today. 2010;30(1):44-8.
[9]Karimi R, Arendt CS, Cawley P, Buhler AV, Elbarbry F, Roberts SC. Learning bridge: Curricular integration of didactic and experiential education. Am J Pharm Educ. 2010;74(3):48.
[10]Zimmerman BJ. Self-regulated learning and academic achivement: An overview. Educ Psychol. 1990;25(1):3-17.
[11]Weisani M, Gholamali Lavasani M, Ejei J. The Effect of Achievment Goals on Statistic Anxiety Through Academic Motivation and Statistic Learning. Iran Assoc Psychol. 2012;2(16):142-60.
[12]Bakhshi M, Ahanchian M, Amiri R. Relationship between critical thinking, self-regulation strategies and objectives of students’ progress in Islamic Azad University, Shahrood. J Nurs Educ. 2013;1(1):48-60. [Persian]
[13]Durik AM, Lovejoy CM, Johnson SJ. A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection. Contemp Educ Psychol. 2009;34(2):113-19.
[14]Midgley C, Kaplan A, Middleton M, Maehr ML, Urdan T, Anderman LH, et al. The development and validation of scales assessing students’ achievement goal orientations. Contemp Educ Psychol. 1998;23(2):113-31.
[15]Mohsenpoor M, Hejazi E, Kiamanesh A. The role ofself-efficacy, achievement goals, learning strategiesandacademic achievement in mathematicsstabilityinthe third yearof secondary schoolstudentsin Tehran. Q J Educ Innov. 2007;5(16):9-35. [Persian]
[16]Hejazi E, Rastegar A, Jahromi Gh. Mathematical model to predict the academic achievement of objective sand progress of academic engagement. Q J Educ Innov. 2009;28(7):29-46. [Persian]
[17]Elliot AJ, McGregor HA. A2×A2 achievement goals framework. J Personal Soc Psychol. 2001;80(3):501-19.
[18]Abd-EI-Fattah SA. The relation among Egyption adolescents’ perception of parental involvement, academic achievement, and achievement goals: A meditational analysis. Int Educ J. 2006;7(4):499-509.
[19]Yang GF, Jiang XY. Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China. Int J Nurs Sci. 2014;1(3):255-9.
[20]Kareshki H, Garavand H. Testing factorial structure of self-directed scale and its relationship with academic motivation in university students. Appl Psychol Res. 2013;3(4):59-74. [Persian]
[21]Abd Khodaei M, Saif A, Karimi Biabangard A. Development and standardization of academic motivation scale study examined the effects of training on increasing motivation. Stud Psychol Ferdowsi Univ. 2008;9(1):5-20. [Persian]
[22]Behroozi N, Shaghabi M, Mahrabi Zadeh Honarmand M, Maktabi M. Astudy of the relationship of self directed learning with life satisfaction and academic performance of female students. J Educ. 2013;6(1):155-70. [Persian]
[23]Hossein Nejhad AA, Hosseinimehr M. Effect of motivational beliefs and self-regulated learning strategies on achievement motivation of student in physical education schools (application of structural equations). Appl Sci Rep. 2015;10(1):1-7.
[24]Mohammad Amini Z. Relationship between self-regulation learning and motivation beliefs with students academic achievement. J New Thought Educ. 2008;4(4):123-36. [Persian]
[25]Hejazi E, Rastegar A, Lavasani MG, Ghorban Jahrom R. Intelligence beliefs and academic achievement: Mediating role of academic goals and academic engagement. Psychol Res. 2009;12(1&2):11-25. [Persian]
[26]Man-Chih A. The effect of the use of selfregulation learning strategies on college student’s performance and satisfaction in physical education [Dissertation]. Australian Catholic University; 2006.
[27]Kareshki H. Role of achievement goalsonself-regulated learning components. Cognitive Sci News. 2008; 39(3):13-21. [Persian]
[28]Nadi MA, Sajadian E. Normalizationscaleself-directioninlearningabouthigh schoolfemale studentsin Isfahan. Q J Educ Innov. 2007;18(5):111-34. [Persian]
[29]Mojalli, M Mahram, B. Assessment of students’ achievement to the goals of the fundamental of nursing course. Nurs Educ. 2013;1(2):36-41. [Persian]
[30]Hejazi E, Naghsh Z, Sangari A. Perception of class structure and mathematics achievement: the mediating role of motivation and cognition. Q J Educ Innov. 2010;4(5):47-66. [Persian]
[31]Mahram B, Namdar Areshtanab H, Vahidi M, Mojalli M, Hoseini Shahidi L. Achievement of educational goals from the perspectives of undergraduate nursing students and head nurses. Nurs Educ. 2013;1(2):29-35. [Persian]
[32]Ahanchian MA, Garavand H. A comparative study of the role of culture in ordering priorities of goals and aspirations: the case of Iranian and American university students. J Soc Sci. 2013; (62):127-155. [Persian]