Investigating the relationship between academic self-efficacy, self-directed learning and learning style with academic achievement in medical students

Abstract

Introduction: Students have a special position as thinking and creative forces of the society, and studying the factors that are effective or related to the academic achievement is very important in order to learn and increase scientific awareness. Today, attention to the concept of academic self-efficacy and self-directed learning, is expanding in research related to education. This study aimed to investigate the relationship between academic self-efficacy, self-directed learning and learning styles academic achievement in medical students at Tabriz University of Medical Sciences. methods: The present study was conducted cross-sectionally on 326 medical students at Tabriz University of Medical Sciences who were selected by random sampling. The data collection tool was a questionnaire including demographic characteristics, academic self-efficacy, self-directed learning. Data were analyzed descriptively (mean and frequency distribution) and analytically (independent t-test, Pearson correlation coefficient, Chi-square and one-way ANOVA) at the significance level of 0.5 using SPSS (ver21) software. Results: The average ±standard deviation age of the subjects was 23.7 ±3.8 years. The average score of self-efficacy was 3.6±0.5 (score 5), the average score of self-directed learning was 3.5±0.52 (score 5), and academic achievement was 16.7± 1.5. The most learning style was 32.5% auditory. Pearson's correlation test showed that academic achievement has a positive and significant correlation with self-efficacy (r=0.24) and self-directed learning (r=0.37). In the regression analysis, self-directed learning and self-efficacy predicted 15% of the variance of academic achievement. Conclusion: Based on the findings, self-efficacy and self-directed learning had an effect on students' academic achievement. Therefore, self-efficacy enhancement and especially self-directed learning should be considered in educational programs and interventions