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Volume 17, Issue 56 (2024)
JMED 2024, 17(56): 20-28 |
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Ethics code: IR.ZUMS.REC.1402.095
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Mousavi S K, Javadzadeh A, Hasankhani H, Alijani Parizad Z. The relationship between learning styles and academic procrastination in nursing students. JMED 2024; 17 (56) :20-28
URL: http://edujournal.zums.ac.ir/article-1-2157-en.html
URL: http://edujournal.zums.ac.ir/article-1-2157-en.html
1- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran, PhD Candidate of Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran , kazemmoosavi69@gmail.com
2- Department of Nursing School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
2- Department of Nursing School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
Abstract: (444 Views)
Background & Objective: The concept of academic procrastination among nursing students holds significant importance due to the sensitive nature of the field and the necessity to attain adequate educational and clinical competence. The purpose of this research therefore was to determine the correlation between nursing students’ learning styles and academic procrastination.
Material & Methods: This study with the nature of a correlational descriptive method took place in 2023 and the population sample included 253 students from first to sixth semesters enrolled in Abhar School of Nursing, associated with Zanjan University of Medical Sciences, employed by the census method. Participants filled in three questionnaires, namely demographic, learning style according to Kolb, and academic procrastination.
Results: According to the survey, the most and least common learning styles were convergent (15.9%) and divergent (32.1%). The mean procrastination score in academia was 70.89 ± 8.34. The findings of the ANOVA test showed a substantial correlation between students' academic procrastination and their learning styles. Study showed that students with divergent and assimilator learning styles were more likely to procrastinate academically than those with convergent and accommodator learning styles (p < 0.05). Additionally, among nursing students, academic procrastination was predicted by both accommodating and divergent learning styles (P<0.05).
Conclusion: The results of this study showed a connection between nursing students' academic procrastination and their learning styles. It is recommended that vulnerable students be identified, and workshops be planned and implemented to enhance their learning styles and reduce procrastination.
Material & Methods: This study with the nature of a correlational descriptive method took place in 2023 and the population sample included 253 students from first to sixth semesters enrolled in Abhar School of Nursing, associated with Zanjan University of Medical Sciences, employed by the census method. Participants filled in three questionnaires, namely demographic, learning style according to Kolb, and academic procrastination.
Results: According to the survey, the most and least common learning styles were convergent (15.9%) and divergent (32.1%). The mean procrastination score in academia was 70.89 ± 8.34. The findings of the ANOVA test showed a substantial correlation between students' academic procrastination and their learning styles. Study showed that students with divergent and assimilator learning styles were more likely to procrastinate academically than those with convergent and accommodator learning styles (p < 0.05). Additionally, among nursing students, academic procrastination was predicted by both accommodating and divergent learning styles (P<0.05).
Conclusion: The results of this study showed a connection between nursing students' academic procrastination and their learning styles. It is recommended that vulnerable students be identified, and workshops be planned and implemented to enhance their learning styles and reduce procrastination.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/04/13 | Accepted: 2024/07/9 | Published: 2024/12/14
Received: 2024/04/13 | Accepted: 2024/07/9 | Published: 2024/12/14
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