Volume 7, Issue 16 (2014)                   JMED 2014, 7(16): 50-63 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Azimi M, Piri M. The relationship between goal orientation and self-taught learning performance of the faculty member of Tabriz university of Medical Sciences. JMED 2014; 7 (16) :50-63
URL: http://edujournal.zums.ac.ir/article-1-280-en.html
The relationship between goal orientation and self-taught learning performance of the faculty member of Tabriz university of Medical Sciences
Mohammad Azimi , Mosa Piri *
Abstract:   (24789 Views)
Background and objectives: One of the variables that can influence improve education and teaching self-efficacy and thereby, it improves nurtured learning and thinking of students, is faculty orientation purposes. The aim of the present study was to determine the relationship between the components of goal orientation with learning practices and self-efficacy of professors of Medical Sciences. Materials and Methods: This study is cross-sectional and correlational. This study by cluster sampling step of 466 professors Drdanshkdh of Medical Sciences (109 males and 102 females) were selected. It consists of three scales measuring tools for measuring objective Nych et al (2011) and teaching self-Ohio by Tashann - Moran and Hoy (2001) made the face to determine the reliability of the scale, Cronbach's alpha was used. Data using descriptive and inferential statistical methods (Pearson correlation, stepwise regression, MANOVA and t-tests) were analyzed. Results: Results indicate that mastery goal orientation and performance -oriented and self-efficacy mastery of the instructional practices teachers are positive and significant relationship . Also , for the purpose of escaping and avoiding performance work practices are positively and significantly (P ≤ 0/01).functions are education (P ≤ 0/01). Other findings of this study showed that mastery goal orientation and performance-oriented instructional practices are important predictors of Mastery learning performance and self-efficacy of professors and also, performance goal orientation avoidance is important predictors of performance styles component from educational performance scale. (P ≤ 0/01). Conclusion : Components of goal orientation has significant and positive relationship with learning performance and self-efficacy teaching of instructors, and also The mastery goal orientation and performance-oriented are important predictors of self-mastery and self-efficacy teaching as well as performance goal orientation avoidance is important predictors of performance styles component from educational performance scale.
Keywords: goals orientation, instructional practices of mastery-oriented, performance- oriented practices, teachers teaching self-efficacy
Full-Text [PDF 194 kb]   (4688 Downloads)    
Article Type : Orginal Research | Subject: Education
Received: 2014/01/25 | Accepted: 2014/07/13 | Published: 2014/12/22
Add your comments about this article : Your username or Email:
CAPTCHA
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.