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Volume 13, Issue 38 (2020)
JMED 2020, 13(38): 76-85 |
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Masoumi Jahandizi H, Hejazi M, Ahmadi M S, vakili M M. Evaluation of the status of self-regulatory learning strategies in medical and nursing students of Zanjan University of Medical Sciences in the academic year 2018-19. JMED 2020; 13 (38) :76-85
URL: http://edujournal.zums.ac.ir/article-1-1192-en.html
URL: http://edujournal.zums.ac.ir/article-1-1192-en.html
1- Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
2- Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran ,masod1357@yahoo.com
3- Department of PsychologyZanjan Farhangian University, Zanjan, Iran
4- Department of Health Education and Health Promotion, School of Paramedical & Health, Zanjan University of Medical Sciences, Zanjan, Iran
2- Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran ,
3- Department of PsychologyZanjan Farhangian University, Zanjan, Iran
4- Department of Health Education and Health Promotion, School of Paramedical & Health, Zanjan University of Medical Sciences, Zanjan, Iran
Abstract: (6093 Views)
Background and objective: In terms of learning psychology, one of the effective factors in learning is self-regulatory strategies. Accordingly, this study was conducted to determine the status of self-regulatory learning strategies in medical and nursing students of Zanjan University of Medical Sciences.
Materials and Methods: The statistical population included all medical and nursing students of Zanjan University of Medical Sciences in the academic year of 2018-19, whose number was 390. The type of study is descriptive cross-sectional and the research tools included demographic information questionnaire and Pint rich and De Groot self-regulated learning strategies questionnaire. The collected data were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics including independent t-test and PSS16 statistical software.
Results: This study showed that both groups of medical and nursing students use self-regulatory strategies in an acceptable way and their difference is not statistically significant (P <0.05). But there was a statistically significant difference between the mean scores of supervision and control in the two groups (P <0.003).
Conclusion: Based on the results, students use self-regulatory strategies to some extent and the field of study does not affect the average of students 'self-regulatory learning strategies. In order to improve students' self-regulatory learning strategies, other factors related to self-regulatory strategies should be considered.
Materials and Methods: The statistical population included all medical and nursing students of Zanjan University of Medical Sciences in the academic year of 2018-19, whose number was 390. The type of study is descriptive cross-sectional and the research tools included demographic information questionnaire and Pint rich and De Groot self-regulated learning strategies questionnaire. The collected data were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics including independent t-test and PSS16 statistical software.
Results: This study showed that both groups of medical and nursing students use self-regulatory strategies in an acceptable way and their difference is not statistically significant (P <0.05). But there was a statistically significant difference between the mean scores of supervision and control in the two groups (P <0.003).
Conclusion: Based on the results, students use self-regulatory strategies to some extent and the field of study does not affect the average of students 'self-regulatory learning strategies. In order to improve students' self-regulatory learning strategies, other factors related to self-regulatory strategies should be considered.
Article Type : Orginal Research |
Subject:
Education
Received: 2019/08/5 | Accepted: 2020/07/20 | Published: 2020/11/19
Received: 2019/08/5 | Accepted: 2020/07/20 | Published: 2020/11/19
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