مجله دانشکده دندان‌پزشکی اصفهان

بررسی ارتباط انگیزش تحصیلی با پیشرفت تحصیلی دانشجویان دندان‌پزشکی دانشگاه علوم پزشکی کرمان

نوع مقاله : مقاله‌های پژوهشی

چکیده

مقدمه: پیشرفت تحصیلی دانشجویان دندان‌پزشکی، به رغم استعداد ذاتی و دستاوردهای تحصیلی قابل توجه، تحت‌الشعاع انگیزش تحصیلی قرار می‌گیرد. مطالعه‌ی حاضر، به بررسی نقش انگیزش تحصیلی در پیشرفت تحصیلی دانشجویان دندان‌پزشکی دانشگاه علوم پزشکی کرمان پرداخته ‌است.
مواد و روش‌ها: در این مطالعه‌ی مقطعی، تعداد 172 دانشجوی دندان‌پزشکی سال‌های سوم تا آخر مورد بررسی قرار گرفتند. دانشجویان، مقیاس انگیزش تحصیلی را که دارای 37 سؤال و 8 خرده مقیاس می‌باشد، تکمیل نمودند. معیار پیشرفت تحصیلی دانشجویان، نمره‌ی علوم پایه و معدل کل آنها بود. اطلاعات با نرم‌افزار SPSS نسخه‌ی 13/5 و آزمون‌های آماری 2χ، آنالیز واریانس و تحلیل ضریب همبستگی پیرسون تجزیه و تحلیل شدند. سطح معنی‌داری (p value < 0/05) بود.
یافته‌ها: انگیزش تحصیلی با نمره‌ی علوم پایه (p value = 0/03) و معدل کل (p value = 0/04) ارتباط مستقیم و معنی‌داری داشت. بین مؤلفه‌های رقابت‌جویی، کوشش، قدرت اجتماعی، معدل کل و نمره‌ی علوم پایه همبستگی مثبت دیده شد. همچنین انگیزه‌ی رقابت‌جویی در پسران بالاتر از دختران بود.
نتیجه‌گیری: نتایج حاکی از این بود که پیشرفت تحصیلی دانشجویان وابسته به انگیزش آنها می‌باشد.
کلید واژه‌ها: پیشرفت تحصیلی، انگیزش تحصیلی، علوم پایه

عنوان مقاله [English]

Relationship between Academic Motivation and Academic Achievement of Dental Students of Kerman University of Medical Sciences

چکیده [English]

Introduction: Despite their ascribed intellectual ability and significant academic achievements, dental students’ academic performance is influenced by their academic motivation. This study examined the role of academic motivation in academic achievements of dental students in Kerman University of Medical Sciences.
Materials and Methods: In this cross-sectional study, 172 dental students, from the 3rd to the final year, at School of Dentistry, Kerman University of Medical Sciences, completed the Inventory of School Motivation (ISM), comprising of 37 items and measuring 8 aspects of motivation. The gold standard for academic achievement was their overall average grades and their scores on basic sciences examination. Data were analyzed with SPSS 13.5, using ANOVA, Pearson’s correlation coefficient and chi-squared test at a significance level of p value < 0.05.
Results: Academic motivation had a significant and direct relationship with scores on basic sciences examination (p value = 0.03) and the overall mean grades (p value = 0.04). Areas of competition, effort and social responsibility had a positive correlation with higher average grades and scores on basic sciences examination. Competition motivation in male students was higher than that in female student.
Conclusion: The results showed that students' academic achievement depends on their motivation.
Key words: Academic achievement, Academic motivation, Basic sciences

1. Reev J. Understanding motivation and emotion. 4th ed. Hoboken, NJ: John Wiley & Sons; 2005. p. 1-3.
2. Ginsburg GS, Bronstein P. Family factors related to Children`s intrinsic/extrinsic motivational orientation and academic performance. Child Dev 1993; 64(5): 1461-74.
3. Gallagher JE, Patel R, Donaldson N, Wilson NH. The emerging dental workforce: why dentistry? A quantitative study of final year dental students' views on their professional career. BMC Oral Health 2007; 7: 7.
4. Bohrani M. Factors associated with academic motivation of high school students in Fars province. Journal of Social Sciences and Humanities of Shiraz University 2005; 22(4): 104-15. [In Persian].
5. Zahiri Nav B, Rajabi S. The study of variables reducing academic motivation of “Persian language and literature” students. Daneshvar Raftar 2009; 16(36): 69-80. [In Persian].
6. Kasser T, Ryan RM, Zax M. Sameroff AJ. The relations of maternal and social environments to late adolescents’ materialistic and prosocial values. Develop Psychol 1995; 31(6): 907-14.
7. Bigelow BJ, Zhou RM. Relational scaffolding of school motivation: developmental continuities in students' and parents' ratings of the importance of school goals. J Gen Psychol 2000; 162(1): 75-92.
8. Cairns RB, Cairns BD, Neckerman HJ. Early school dropout: configurations and determinants. Child Dev 1989; 60(6); 1437-52.
9. Vallerand RJ. Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology 1997; 29: 271-360.
10. Bean H, Clark R, Clemes A. How to raise teenagers' self- esteem? New Yourk: Penguin Putnam Books for Young Readers; 2003.
11. Gana K, Alaphilippe D, Bailly N. Factorial structure of the French version of the Rosenberg self-esteem scale among the elderly. Inter J Test 2005; 5(2): 169-76.
12. Chouinard R. Annual changes in motivation for mathematics in high school according to age and gender. Canad J Behav Sci 2004; 33: 25-37.
13. Deci EL, Vallerand RJ, Pelletier LG, Ryan RM. Motivation in education: The self-determination perspective. Edu Psychol 1991; 26(3-4): 325-46.
14. Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educ Psychol Measur 1993; 53(1): 150-72.
15. Snyder TD, Hoffman CM. Digest of educational statistics 2001 Washington DC: National Center for Education Statistics; 2002.
16. Lavasani Gh, Keyvanzadeh M, Keyvanzadeh H. Relationship between academic activity, emotional intelligence, achievement motivation, contextual variables and academic achievement among high school students. Journal of Psychology and Education 2007; 37(1): 99-123. [In Persian].
17. Shoarinejad A. Behavioral sciences. Tehran, Iran; Amir Kabir Publications; 2016. p. 112-20. [In Persian].
18. Gholami Lavasani M, Darani K. Feature’s personal and family relationships with the academic achievement of psychology and educational sciences of Tehran university. J Psychol Educ Sci 2004; 34(2): 20-21. [In Persian].
19. Shahni Yeelagh M, Shokrkon H, Banai Mobaraki Z. Between and within domain relations of academic motivation among female high school students: self-efficacy, task value, and achievement goals J Educ Psycho Shansi Martyr Charmin Univ 2005; 12(3): 47-76. [In Persian].
20. Legault L, Green-Demers I, Luc P. Why do high school students lack motivation in the classroom? Toward an understanding of academic motivation and the role of social support. J Edu Psychol 2006; 98(3); 567-82.
21. Narimani M, Soleimani E. The effectiveness of cognitive rehabilitation on executive functions (working memory and attention) and academic achievement in students with math learning disorder. Journal of Learning Disabilities 2013; 2(3): 91-115. [In Persian].
22. Tucker CM, Zayco RA, Herman KC, Reinke WM, Trujillo M, Carraway K, et al. Teacher and child variables as predictors of academic engagement among low- income Africa American children. Psychology School 2002; 39(4): 477-88.
23. Usher EL, Pajares F. Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology 2006; 31(2); 125-41.
24. Abedi A, Oreizy HR, Sobhaninejad M. Academic achievement motivation and personality traits. Daneshvar Raftar 2005; 12(12): 29-38. [In Persian].
مجله دانشکده دندان‌پزشکی اصفهان
دوره 15، شماره 1 - شماره پیاپی 1
اسفند 1397
صفحه 1-8