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Volume 15, Issue 47 (2022)
JMED 2022, 15(47): 19-26 |
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Ethics code: IR.MAZUMS.REC.1400.532
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Kamali M, Ghasemi F, Bagheri-Nesami M. Online self-regulated learning and related factors among medical sciences students during the COVID-19 pandemic, 2021. JMED 2022; 15 (47) :19-26
URL: http://edujournal.zums.ac.ir/article-1-1664-en.html
URL: http://edujournal.zums.ac.ir/article-1-1664-en.html
1- Pediatric Infectious Diseases Research Center, Communicable Diseases Institute, Mazandaran University of Medical Sciences, Sari, Iran
2- Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran ,anna3043@gmail.com
2- Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran ,
Abstract: (2303 Views)
Background & Objective: Learners prefer to use a system for learning that improves their interaction; therefore, self-regulated learning is important. The present study aimed to determine online self-regulated learning (OSRL) and its related factors among medical science students during the COVID-19 pandemic, 2021.
Materials & Methods: This cross-sectional study was conducted on 249 students affiliated with Mazandaran University of Medical Sciences, Mazandaran, Iran, using a non-randomized quota sampling method. The required data were collected using a demographic form, an Online Self-Regulated Learning Questionnaire, and a researcher-made questionnaire of related factors of OSRL based on a literature review. The data were analyzed using descriptive and inferential statistical methods, such as ANOVA, t-test, Pearson, and multivariate linear regression using the Enter method.
Results: The mean of the total score of self-regulated learning was 80.2±15.5 and in a good range. Among the related factors, students' gender (β=-0.239), marital status (β=-0.210), age (β=0.195), and time management (β=-0.125) explored 16.5% of the variance OSRL. The other variables had no significant relationship with OSRL.
Conclusion: In the present study, marital status, gender, age, and time management significantly correlated with the variance of OSRL. Different studies are necessary to investigate the variables that explore OSRL so that educational managers can provide a better virtual learning environment for students by considering these variables.
Materials & Methods: This cross-sectional study was conducted on 249 students affiliated with Mazandaran University of Medical Sciences, Mazandaran, Iran, using a non-randomized quota sampling method. The required data were collected using a demographic form, an Online Self-Regulated Learning Questionnaire, and a researcher-made questionnaire of related factors of OSRL based on a literature review. The data were analyzed using descriptive and inferential statistical methods, such as ANOVA, t-test, Pearson, and multivariate linear regression using the Enter method.
Results: The mean of the total score of self-regulated learning was 80.2±15.5 and in a good range. Among the related factors, students' gender (β=-0.239), marital status (β=-0.210), age (β=0.195), and time management (β=-0.125) explored 16.5% of the variance OSRL. The other variables had no significant relationship with OSRL.
Conclusion: In the present study, marital status, gender, age, and time management significantly correlated with the variance of OSRL. Different studies are necessary to investigate the variables that explore OSRL so that educational managers can provide a better virtual learning environment for students by considering these variables.
Article Type : Orginal Research |
Received: 2022/07/30 | Accepted: 2022/11/2 | Published: 2022/12/19
Received: 2022/07/30 | Accepted: 2022/11/2 | Published: 2022/12/19
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