Fri, May 23, 2025
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Ali Yazdanifard1 
, Neda Hajihassani2 , Fatemeh Sefidi Fatemeh Sefidi3 , Sahar Shafagh Sahar Shafagh *2
, Neda Hajihassani2 , Fatemeh Sefidi Fatemeh Sefidi3 , Sahar Shafagh Sahar Shafagh *2
1- General Dentist, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
2- Department of Endodontics, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
3- Department of Educational Psychology, Faculty of Education and Psychology, Islamic Azad University of Zanjan, Zanjan, Iran
2- Department of Endodontics, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
3- Department of Educational Psychology, Faculty of Education and Psychology, Islamic Azad University of Zanjan, Zanjan, Iran
Abstract: (30 Views)
Background & Objective: Motivation and the quality of learning experiences are key factors influencing students' academic success and various behavioral aspects. The purpose of this study was to investigate the relationship between the quality of learning experiences and academic motivation and its correlation among dental students.
Materials & Methods: The present cross-sectional study involved 147 dental students enrolled in dental school. Data collection utilized a demographic information questionnaire, the Neumann Learning Experience Questionnaire, and the modified version of the Harter Academic Motivation Scale. Questionnaires were sent either via email or in written form. Statistical analysis was performed using SPSS 24.
Results: Most participants were female students (54.4%) with a mean age of 22.5 ± 2.8 years. Students' academic motivation and the quality of their learning experiences were generally positive. A significant and positive correlation was found between the quality of learning experiences and its various components with academic motivation (p < 0.05). The correlations ranged from 0.31 to 0.46 for internal motivation and 0.12 to 0.20 for external motivation. There was a significant difference in academic motivation (p < 0.02) and the quality of learning experiences (p < 0.01) by marital status. There were also significant and inverse correlations between academic motivation (r=-0.24; p < 0.01) and the quality of learning experiences (r = -0.39; p < 0.01) within the academic semester. There was also a significant association between academic motivation and Grade Point Average (GPA) (p < 0.01).
Conclusion: Our findings indicate that marital status and the semester are associated with motivation and the quality of learning among dental students. To boost academic motivation, we recommend enhancing learning resources, fostering stronger faculty-student relationships, and increasing curriculum flexibility. Additionally, promoting a supportive academic environment and conducting large-scale studies across other settings would help validate these findings and identify broader trends.
Materials & Methods: The present cross-sectional study involved 147 dental students enrolled in dental school. Data collection utilized a demographic information questionnaire, the Neumann Learning Experience Questionnaire, and the modified version of the Harter Academic Motivation Scale. Questionnaires were sent either via email or in written form. Statistical analysis was performed using SPSS 24.
Results: Most participants were female students (54.4%) with a mean age of 22.5 ± 2.8 years. Students' academic motivation and the quality of their learning experiences were generally positive. A significant and positive correlation was found between the quality of learning experiences and its various components with academic motivation (p < 0.05). The correlations ranged from 0.31 to 0.46 for internal motivation and 0.12 to 0.20 for external motivation. There was a significant difference in academic motivation (p < 0.02) and the quality of learning experiences (p < 0.01) by marital status. There were also significant and inverse correlations between academic motivation (r=-0.24; p < 0.01) and the quality of learning experiences (r = -0.39; p < 0.01) within the academic semester. There was also a significant association between academic motivation and Grade Point Average (GPA) (p < 0.01).
Conclusion: Our findings indicate that marital status and the semester are associated with motivation and the quality of learning among dental students. To boost academic motivation, we recommend enhancing learning resources, fostering stronger faculty-student relationships, and increasing curriculum flexibility. Additionally, promoting a supportive academic environment and conducting large-scale studies across other settings would help validate these findings and identify broader trends.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/12/24 | Accepted: 2025/05/21
Received: 2024/12/24 | Accepted: 2025/05/21
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