@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(3):147-154
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(3):147-154
Effecting Factors on Academic Satisfaction; Viewpoint of Jahrom University of Medical Sciences Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Dehghani A. (*)Baharlou R. (1 )
Ben Razi Ghabesh A. (2 )
Farokh Abadi F. (2 )
Zarei Z. (2 )
Mahboudi L. (2 )
(*) Nursing Department, Nursing & Midwifery School, Jahrom University of Medical Sciences, Jahrom, Iran
(1 ) Immunology Department, Medicine School, Jahrom University of Medical Sciences, Jahrom, Iran
(2 ) Nursing & Midwifery School, Jahrom University of Medical Sciences, Jahrom, Iran
Correspondence
Article History
Received: September 6, 2013Accepted: February 15, 2014
ePublished: July 7, 2014
ABSTRACT
Aims
The growth and development of each society is affected by its trained people and identify
the effective factors on academic satisfaction and providing them is a step towards sustainable
development. This study aimed to determine effective factors on academic satisfaction from
student’s viewpoint.
Materials & Methods This descriptive cross-sectional study was done with participation of 315 Jahrom University of Medical Sciences students using census sampling in 2012. Data gathered using a researcher-made questionnaire containing 44 questions that it was evaluating academic satisfaction in six individual, educational, ethical, management, welfare and professional dimensions. SPSS 16 and descriptive statistics were used for data analysis.
Findings The most important variables related to academic satisfaction from students viewpoint were using qualified teaching staff for course presentation, confidence instill by teachers and administrators and good relationship with mutual respect between students and teachers, respectively. The least effective factors in academic satisfaction were holding classes in the morning, lecture teaching method and providing sufficient motivation and interest in students by teachers, respectively. Ethical and psychological dimensions were identified the most important factors associated with academic satisfaction from students’ viewpoint.
Conclusion Using qualified educational staff for courses presentation, confidence instills by teachers and administrators and proper communication with mutual respect between students and teachers are the most important effective factors in academic satisfaction from students’ viewpoint. Also, ethical and psychological dimensions are the most important dimensions in academic satisfaction.
Materials & Methods This descriptive cross-sectional study was done with participation of 315 Jahrom University of Medical Sciences students using census sampling in 2012. Data gathered using a researcher-made questionnaire containing 44 questions that it was evaluating academic satisfaction in six individual, educational, ethical, management, welfare and professional dimensions. SPSS 16 and descriptive statistics were used for data analysis.
Findings The most important variables related to academic satisfaction from students viewpoint were using qualified teaching staff for course presentation, confidence instill by teachers and administrators and good relationship with mutual respect between students and teachers, respectively. The least effective factors in academic satisfaction were holding classes in the morning, lecture teaching method and providing sufficient motivation and interest in students by teachers, respectively. Ethical and psychological dimensions were identified the most important factors associated with academic satisfaction from students’ viewpoint.
Conclusion Using qualified educational staff for courses presentation, confidence instills by teachers and administrators and proper communication with mutual respect between students and teachers are the most important effective factors in academic satisfaction from students’ viewpoint. Also, ethical and psychological dimensions are the most important dimensions in academic satisfaction.
CITATION LINKS
[1]Baykal U, Sokmen S, Korkmaz S, Akgun E. Determining student satisfaction in a nursing college. Nurse Educ Today. 2005;25(4):255-62.
[2]El Ansari W, Oskrochi R. What matters most? Predictors of student satisfaction in public health educational courses. Pub Health. 2006;120(5):462-73.
[3]El Ansari W. Student nurse satisfaction levels with their course: Part 2-effect of academic variables. Nurse Educ Today. 2002;22(2):171-80.
[4]Vittorio Caprara G, Barbaranelli C, Steca P, Malone PS. Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. J Sch Psychol. 2006;44(6):473-90.
[5]Lent RV, Taveira MD, Sheu H, Singley D. Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. J Vocat Behav. 2009;74(2):190-8.
[6]Lizzio A, Wilson K, Simons R. University Students’ Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. Stud High Educ. 2002;27(1):27-52.
[7]Hassan MM. Academic satisfaction and approaches to learning among United Arab Emirates university students. Soc Behav Personal. 2002;30(5):443-51.
[8]Umbach PD, Porter SR. How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Res High Educ. 2002;43(2):209-34.
[9]El Ansari W, Oskrochi R. What 'really' affects health professions students' satisfaction with their educational experience? Implications for practice and research. Nurs Educ Today. 2004;24(8):644-55.
[10]Gravener PA. Promoting active learning in large lecture classes. Nurs Educ. 1997;22(3):21-6.
[11]Rhodes RS, Davis DC, Odom BC. Challenges and rewards of educating a profoundly deaf student. Nurse Educ. 1999;24(3):48-51.
[12]Kinsella FE, Willaims WR, Green BF. Student nurse satisfaction: Implications for the common foundation programme. Nurse Educ Today. 1999;19(4):323-33.
[13]Fattahi Z, Javadi Y, Nakhaee N. A survey on dentistry students' satisfaction with their discipline and some of the related factors. Stride Dev Med Educ. 2004;1(1):32-40. [Persian]
[14]Amini M, Rezaei R, Saber M. A survey of junior medical student’s attitude toward medicine and its future. Iran J Med Educ. 2002;2(Special issue of the articles of the Fifth National Conference on Medical Education):11-11. [Persian]
[15]Safari M, Yazdanpanah B, Ghafarian H, Yazdanpanah Sh. Comparing the effect of lecture and discussion methods on students` learning and satisfaction. Irani J Med Educ. 2006;6(1):59-64. [Persian]
[16]Gashmard R, Moaetamed N, Vahedparast H. Faculty members' and students’ veiwpoints on characteristics of a good university teacher in Boushehr University of Medical Sciences. Iran J Med Educ. 2011;11(1):48-57. [Persian]
[17]Ala A, Rajaei R. Interns’ satisfaction rate from educational status of emergency ward in Emam Reza Hospital of Tabriz during academic years of 2007-2008. Iran J Med Educ. 2010;10(3):238-45. [Persian]
[18]Karemera D, Reuben LJ, Shillah MR. The effects of academic environment and background characteristics on student satisfaction and performance: the case of South Carolina State University's School of Business. Coll Stud J. 2003;37(2):298-308.
[19]Lavin DE. The prediction of academic performance. Oxford: Russel Sage Found; 1965.
[20]Keup JR. Promoting new-student success: Assessing academic development and achievement among first-year students. New Dir Stud Serv. 2006;114(Special Issue):27-46.
[21]Elliott KM, Shin D. Student satisfaction: An alternative approach to assessing this important concept. J High Educ Policy Manag. 2002;24(2):197-209.
[22]Tomlinson TM (Author, Editor), Walberg HJ (editor). Academic work and educational excellence: Raising student productivity (Series on Contemporary Educational Issues). San Pablo: Mccutchan Pub Corp; 1986.
[23]Bean JP. Dropouts and turnover: The synthesis and test of a causal model of student attrition. Res High Educ. 1980;12(2):155-87.
[24]Bean J, Bradley RK. Untangling the satisfaction performance relationship for college students. J High Educ. 1986;57(4):393-412.
[25]Malin JT, Bray JH, Dougherty TW, Skiner WK. Factors affecting the performance and satisfaction of adult men and women attending college. Res High Educ. 1980;13(2):115-30.
[26]Sheykholeslami R, Ahmadi S. The relationship between emotional intelligence and academic satisfaction in students. J Behav Sci. 2011;5(2):135-42. [Persian]
[27]Refahi SAA, Shamsi A, Ebadi A, Saeeid Y, Moradi A. Comparison of military and civilian life style of people with hypertension. J Health Promot Manag. 2012;1(4):43-50. [Persian]
[28]Safdari Dehcheshmeh F, Delaram M, Parvin N, Kheyri S, Frouzandeh N, Kazemian A. The viewpoints of students and educators, in faculty of nursing and midwifery of Shahrekord University of Medical Sciences, about the effective factors in academic improvement of students, 2004. Shahrekord Univ Med Sci J. 2007;9(3):71-77. [Persian]
[29]Gillespie M. Student-teacher connection: A place of possibility. J Adv Nurs. 2005;52(2):211-9.
[30]Kerman Saravi F, Navidian A, Navabi Rigi ShD. Nursing student and teachers' viewpoints toward priorities in teachers evaluation. Iran J Nurs. 2011;24(72):18-28. [Persian]
[31]Fathi Ashtiani A. Evaluation of the characteristics features of adolescents and its relationship to academic achievement. Kowsar Med J. 1998;3(3):91-5. [Persian]
[32]Huntsinger ET, Luecken LJ. Attachment relationships and health behavior: The mediational role of self-esteem. Psychol Health. 2004;19(4):515-26.
[33]Hosseini MA, Dejkam M, Mirlashari J. Correlation between academic achievement and self-esteem in rehabilitation students in Tehran University of Social Welfare & Rehabilitation. Iran J Med Educ. 2007;7(1):137-41. [Persian]
[34]Amini M, Honardar M. The view of faculties and medical students about evaluation of faculty teaching experiences. J Semnan Univ Med Sci. 2008;9(3):171-8. [Persian]
[35]Yaghobian M, Yaghobi T, Salmeh F, Golmohammadi F, Safari H, Savasari R, et al. Comparing the effect of teaching using educational booklets and lecture along with educational booklets on nurses' knowledge about professional laws and regulations. Iran J Med Educ. 2010;9(4):372-80. [Persian]
[36]Mobaraki A, Koldvi A. The specialities of a good master from the viewpoint of students of Yasouj University of Medical Sciences 2007. Dena. 2007;2(2):55-60. [Persian]
[37]deGuzman AB, Ormita MJ, Palad CM, Panganiban JK, Pestaño HO, Pristin MW. Filipino nursing students’ views of their clinical instructors’ credibility. Nurse Educ Today. 2007;27(6):529-33.
[38]Khan I, Fareed A. Problem-based learning variant: Transition phase for a large institution. J Pak Med Assoc. 2001;51(8):271-4.
[39]Yousefi A, Ghassemi G, Firouznia S. The Relationship between academic motivation and academic achievement in medical students of Isfahan University of Medical Sciences. Iran J Med Educ. 2009;9(1):79-84. [Persian]
[40]Standage M, Treasure DC. Relationship among achievement goal orientations and multidimensional situational motivation in physical education. Br J Educ Psychol. 2002;72(1):87-103.
[41]Moghadassi J, Mardani A, Nikfarjam M. Efficay of consoling guidelines on decreasing of psychological problems of newly arrived students of Shahrekord university of medical sciences. Shahrekord Univ Med Sci J. 2005;7(2):35-42. [Persian]
[2]El Ansari W, Oskrochi R. What matters most? Predictors of student satisfaction in public health educational courses. Pub Health. 2006;120(5):462-73.
[3]El Ansari W. Student nurse satisfaction levels with their course: Part 2-effect of academic variables. Nurse Educ Today. 2002;22(2):171-80.
[4]Vittorio Caprara G, Barbaranelli C, Steca P, Malone PS. Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. J Sch Psychol. 2006;44(6):473-90.
[5]Lent RV, Taveira MD, Sheu H, Singley D. Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. J Vocat Behav. 2009;74(2):190-8.
[6]Lizzio A, Wilson K, Simons R. University Students’ Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. Stud High Educ. 2002;27(1):27-52.
[7]Hassan MM. Academic satisfaction and approaches to learning among United Arab Emirates university students. Soc Behav Personal. 2002;30(5):443-51.
[8]Umbach PD, Porter SR. How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Res High Educ. 2002;43(2):209-34.
[9]El Ansari W, Oskrochi R. What 'really' affects health professions students' satisfaction with their educational experience? Implications for practice and research. Nurs Educ Today. 2004;24(8):644-55.
[10]Gravener PA. Promoting active learning in large lecture classes. Nurs Educ. 1997;22(3):21-6.
[11]Rhodes RS, Davis DC, Odom BC. Challenges and rewards of educating a profoundly deaf student. Nurse Educ. 1999;24(3):48-51.
[12]Kinsella FE, Willaims WR, Green BF. Student nurse satisfaction: Implications for the common foundation programme. Nurse Educ Today. 1999;19(4):323-33.
[13]Fattahi Z, Javadi Y, Nakhaee N. A survey on dentistry students' satisfaction with their discipline and some of the related factors. Stride Dev Med Educ. 2004;1(1):32-40. [Persian]
[14]Amini M, Rezaei R, Saber M. A survey of junior medical student’s attitude toward medicine and its future. Iran J Med Educ. 2002;2(Special issue of the articles of the Fifth National Conference on Medical Education):11-11. [Persian]
[15]Safari M, Yazdanpanah B, Ghafarian H, Yazdanpanah Sh. Comparing the effect of lecture and discussion methods on students` learning and satisfaction. Irani J Med Educ. 2006;6(1):59-64. [Persian]
[16]Gashmard R, Moaetamed N, Vahedparast H. Faculty members' and students’ veiwpoints on characteristics of a good university teacher in Boushehr University of Medical Sciences. Iran J Med Educ. 2011;11(1):48-57. [Persian]
[17]Ala A, Rajaei R. Interns’ satisfaction rate from educational status of emergency ward in Emam Reza Hospital of Tabriz during academic years of 2007-2008. Iran J Med Educ. 2010;10(3):238-45. [Persian]
[18]Karemera D, Reuben LJ, Shillah MR. The effects of academic environment and background characteristics on student satisfaction and performance: the case of South Carolina State University's School of Business. Coll Stud J. 2003;37(2):298-308.
[19]Lavin DE. The prediction of academic performance. Oxford: Russel Sage Found; 1965.
[20]Keup JR. Promoting new-student success: Assessing academic development and achievement among first-year students. New Dir Stud Serv. 2006;114(Special Issue):27-46.
[21]Elliott KM, Shin D. Student satisfaction: An alternative approach to assessing this important concept. J High Educ Policy Manag. 2002;24(2):197-209.
[22]Tomlinson TM (Author, Editor), Walberg HJ (editor). Academic work and educational excellence: Raising student productivity (Series on Contemporary Educational Issues). San Pablo: Mccutchan Pub Corp; 1986.
[23]Bean JP. Dropouts and turnover: The synthesis and test of a causal model of student attrition. Res High Educ. 1980;12(2):155-87.
[24]Bean J, Bradley RK. Untangling the satisfaction performance relationship for college students. J High Educ. 1986;57(4):393-412.
[25]Malin JT, Bray JH, Dougherty TW, Skiner WK. Factors affecting the performance and satisfaction of adult men and women attending college. Res High Educ. 1980;13(2):115-30.
[26]Sheykholeslami R, Ahmadi S. The relationship between emotional intelligence and academic satisfaction in students. J Behav Sci. 2011;5(2):135-42. [Persian]
[27]Refahi SAA, Shamsi A, Ebadi A, Saeeid Y, Moradi A. Comparison of military and civilian life style of people with hypertension. J Health Promot Manag. 2012;1(4):43-50. [Persian]
[28]Safdari Dehcheshmeh F, Delaram M, Parvin N, Kheyri S, Frouzandeh N, Kazemian A. The viewpoints of students and educators, in faculty of nursing and midwifery of Shahrekord University of Medical Sciences, about the effective factors in academic improvement of students, 2004. Shahrekord Univ Med Sci J. 2007;9(3):71-77. [Persian]
[29]Gillespie M. Student-teacher connection: A place of possibility. J Adv Nurs. 2005;52(2):211-9.
[30]Kerman Saravi F, Navidian A, Navabi Rigi ShD. Nursing student and teachers' viewpoints toward priorities in teachers evaluation. Iran J Nurs. 2011;24(72):18-28. [Persian]
[31]Fathi Ashtiani A. Evaluation of the characteristics features of adolescents and its relationship to academic achievement. Kowsar Med J. 1998;3(3):91-5. [Persian]
[32]Huntsinger ET, Luecken LJ. Attachment relationships and health behavior: The mediational role of self-esteem. Psychol Health. 2004;19(4):515-26.
[33]Hosseini MA, Dejkam M, Mirlashari J. Correlation between academic achievement and self-esteem in rehabilitation students in Tehran University of Social Welfare & Rehabilitation. Iran J Med Educ. 2007;7(1):137-41. [Persian]
[34]Amini M, Honardar M. The view of faculties and medical students about evaluation of faculty teaching experiences. J Semnan Univ Med Sci. 2008;9(3):171-8. [Persian]
[35]Yaghobian M, Yaghobi T, Salmeh F, Golmohammadi F, Safari H, Savasari R, et al. Comparing the effect of teaching using educational booklets and lecture along with educational booklets on nurses' knowledge about professional laws and regulations. Iran J Med Educ. 2010;9(4):372-80. [Persian]
[36]Mobaraki A, Koldvi A. The specialities of a good master from the viewpoint of students of Yasouj University of Medical Sciences 2007. Dena. 2007;2(2):55-60. [Persian]
[37]deGuzman AB, Ormita MJ, Palad CM, Panganiban JK, Pestaño HO, Pristin MW. Filipino nursing students’ views of their clinical instructors’ credibility. Nurse Educ Today. 2007;27(6):529-33.
[38]Khan I, Fareed A. Problem-based learning variant: Transition phase for a large institution. J Pak Med Assoc. 2001;51(8):271-4.
[39]Yousefi A, Ghassemi G, Firouznia S. The Relationship between academic motivation and academic achievement in medical students of Isfahan University of Medical Sciences. Iran J Med Educ. 2009;9(1):79-84. [Persian]
[40]Standage M, Treasure DC. Relationship among achievement goal orientations and multidimensional situational motivation in physical education. Br J Educ Psychol. 2002;72(1):87-103.
[41]Moghadassi J, Mardani A, Nikfarjam M. Efficay of consoling guidelines on decreasing of psychological problems of newly arrived students of Shahrekord university of medical sciences. Shahrekord Univ Med Sci J. 2005;7(2):35-42. [Persian]