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University of Kashan
Abstract: (197 Views)
Background & Objective: Aacademic engagement and flow is one of the important concerns of educational systems especially in medical education. Therefore, the aim of this study was to examine the relationship between perceived autonomy support and teacher emotional support with academic engagement and flow among Iranian medical students.
Materials & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2023-2024. A total of 356 students were chosen as participants using a proportionate stratified sampling. The data collection tools were Black and Deci’s Perceived Autonomy Support Questionnaire, Sakiz’s Teacher Emotional Support Questionnaire, Reeve and Tseng’s Academic Engagement Questionnaire and Martin and Jackson’s Academic Flow Questionnaire. The data were analyzed using Structural Equation Modeling (SEM) in Amos-22 software.
Results: The findings indicated that model had a good fit. Perceived autonomy support could predict academic engagement (ß=.692, p<0.01) and academic flow (ß=.335, p<0.01) and teacher emotional support predicted academic engagement (ß=.226, p<0.01) and academic flow (ß=.312, p<0.01).
Conclusion: The results indicate the importance of the role of perceived autonomy support and teacher emotional support for prediction students’ academic engagement and flow of medical sciences students. Therefore, Universities of Medical Sciences can help to improve the quality of students' learning to achieve higher levels of academic success through programs that strengthen students' autonomy support and appropriate training to professors for presenting emotional support.
Materials & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2023-2024. A total of 356 students were chosen as participants using a proportionate stratified sampling. The data collection tools were Black and Deci’s Perceived Autonomy Support Questionnaire, Sakiz’s Teacher Emotional Support Questionnaire, Reeve and Tseng’s Academic Engagement Questionnaire and Martin and Jackson’s Academic Flow Questionnaire. The data were analyzed using Structural Equation Modeling (SEM) in Amos-22 software.
Results: The findings indicated that model had a good fit. Perceived autonomy support could predict academic engagement (ß=.692, p<0.01) and academic flow (ß=.335, p<0.01) and teacher emotional support predicted academic engagement (ß=.226, p<0.01) and academic flow (ß=.312, p<0.01).
Conclusion: The results indicate the importance of the role of perceived autonomy support and teacher emotional support for prediction students’ academic engagement and flow of medical sciences students. Therefore, Universities of Medical Sciences can help to improve the quality of students' learning to achieve higher levels of academic success through programs that strengthen students' autonomy support and appropriate training to professors for presenting emotional support.
Keywords: perceived autonomy support, teacher emotional support, academic engagement, academic flow, Medical students
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/01/23 | Accepted: 2024/06/1
Received: 2024/01/23 | Accepted: 2024/06/1
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