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Background & Objective: Understanding the factors that influence academic motivation is crucial for identifying challenges and tailoring educational interventions to enhance students' learning experiences and outcomes. Thus, this study aimed to assess the academic motivation of dental students and the factors associated with it.
Materials & Methods: This cross-sectional study evaluated 200 dental students from January 7, 2022, to October 31, 2022. The Academic Motivation Scale (AMS), which comprises three domains of intrinsic and extrinsic motivation, was used for data collection. Data were analyzed using ANOVA, the Kruskal-Wallis test, and the t-test.
Results: Of 200 participants, 117 (58.5%) were males, and 160 (80%) were single. The mean age was 24.33 ± 1.66 years. Academic motivation was significantly associated with age, gender, marital status, parental level of education, family financial status, academic level, having a dentist in the family, and university branch (p < 0.001). Females acquired a significantly higher mean score in all three domains than males (p < 0.05). The mean scores of extrinsic motivation and amotivation were significantly higher in singles, students whose parents had a high school diploma (compared with those with a higher educational level), students who did not have a dentist in their family, and students attending the Rasht branch (p < 0.05). Place of residence had a significant association with the amotivation score (p < 0.001), and family financial status had significant associations with both extrinsic motivation (p < 0.001) and amotivation (p < 0.001) scores.
Conclusion: The academic motivation score of the study population was perfect. Age, gender, marital status, parental level of education, family financial status, educational level, having a dentist in the family, and university branch were found to have a significant impact on the academic motivation of dental students.

 

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  Background and Objective : Job selection is the most important and basic apprehension of a person. Pharmacy is one of medical fields which have favorable interest and selection among most young people. Finding and improving of students' motivations and interests can improve their success. This study was performed to find the field selecting motivations among Zanjan pharmacy students in 1387.

  Materials and Methods: In the present descriptive study, we used a questionnaire (consists of 17 questions) about Pharmacy major entrance motivations. The questioners were filled by pharmacy students (89 persons). Data were analyzed by descriptive statistical analysis and Mann-Whitney U test.

 Results: The most important motivation of pharmacy field selection were job opportunity, interested in drug compounding and social opportunity, on the other hand the lest effective factors were friend and family suggestion and hospital working. Sex compression showed that in the boy students higher incomes and social opportunity were more important than the girls.

 Conclusions: It seems that the causes of field selection among Zanjan pharmacy students are similar to medical and dentistry students. Knowing the causes of field selection we can improve the place of pharmacists as medical team.

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Choosing a field of study and job is one of the most important decisions throughout the life. Because of great responsibility of midwifes towards mothers and newborns, this career must be chosen carefully and with more interest. The aim of this study is to assess the midwifery student's motivation towards career choice in Zanjan School of Nursing and Midwifery.

Material and Methods: All midwifery students of Zanjan School of Nursing and Midwifery were selected for this descriptive study by census sampling. Data was collected by a questionnaire consisting of two parts: demographic characteristics and career motivations. Data was analyzed using descriptive and inferential statistics (Mann-Whitney test ) and SPSS 16.

Results: Usefulness of midwifery in life, interest in clinical work and social status were the most important motivations to choose midwifery. For part-time bachelor midwifery students having an independent office and social status was more important. While for full‑time bachelor midwifery students family consultations and income were more important.

Conclusion: According to the study results, it seems that interest in studying midwifery and money matters were not major motives for choose this career. This can lead to frustration, academic failure and job dissatisfaction in such students.

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Background and Objective:Pharmacy faculty members at Isfahan University of Medical Sciences have observed that pharmacy students enter this profession highly motivated, but later develop the attitude of “just learn what is necessary to pass the exam” as they progress through the curriculum. For pharmacy students to become a lifelong learner having a motivation to make an effort towards educational goals is a must. We sought to evaluate pharmacy students' motivations in selecting pharmacy career and track factors which may affect their incentives through the curriculum. Material and Method: A researcher- made questionnaire developed according to existing resources and previous studies. Cronbach's alpha was used as the measure of reliability for Likert type scales questionnaire and it was validated by a panel of experts and pharmacy students. Results:Two hundred and seventy students were enrolled in the study, 128 of them were girls and 83 were boys. Six students did not return the questionnaire. The first and most important motives for choosing the pharmacy field was the social status pharmacists have in the community. Suitable salary, getting a degree, giving service to the community, interest in chemistry courses, family and friends' recommendations, and extensive areas for research were the next motives. Scores on the survey instrument indicated that all of the pharmacy students initially had high motivation for pharmacy field however, this was declined as the course progressed. Conclusion:Overall, the majority of students were satisfied by choosing this field and believed that they would reach their predetermined goals.

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Background and Objective: Developing of reference Health Laboratory, by itself is a new chapter in executing and promoting comprehensive education programs. On the other hand, learning about the participants' views concerning different aspects of these programs is of special importance. The aim of this study was to determine the status of continuous education programs, implementation according to medical laboratory employees' viewpoints and their motivation for participating in these programs. Materials and Methods: In this descriptive, cross-sectional study, 89 laboratory personnel working at Zanjan, in 2008 completed a questionnaire consisting of two parts demographic data and 23 questions including a list of items regarding continuous education programs, features, their optimum status and the participants' motivation. Data was analyzed by SPSS software using frequency distribution, mean and standard deviation. The group comparison was made by Chi 2. Results: The mean score and standard deviation for participants' satisfaction of education program was 2.1± 0.92 and necessity of execution of these programs was 4.39±0.67 (out of 5). The main motivation for them in continuous education program was restoring the previous knowledge and acquiring new information in 58.4 % of respondents. Non virtual was considered as an appropriate education program. Conclusion: The results showed that most laboratory employees had a positive attitude and motivation toward continuous education program and that these program, were not according to their expectations in past. However, based on their viewpoint and "need assessment", planning of a special protocol for execution of education programs is necessary. Keywords: Continuous education, Education program, Medical diagnostic laboratory employees, Motivation.

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  Background and Objectives : This research is an endeavor to study the effect of attitudes and motivation on learning English language amongst medical students of different fields.

  Materials and Methods : The participants included 100 students from Zanjan university of Medical Sciences attending an English course for two hours per week. A combination of Garneder’s questionnaire of attitudes and motivation with that of Flaitz’s was used to collect the necessary data. The collected data were analyzed by means of SPSS software.

  Results : The results showed that positive attitudes and high motivation have a strong impact on the students’ interest in learning.

  Conclusion : Teachers ought to focus on the dynamic process of language learning and act as initiators to motivate language learners. The data have also pedagogical implications for teachers of English language courses.

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cultural capital is a set of relationships, information and scores that a person uses for saveing Or obtaining a social position. cultural capital is not attained and inherited with out personal attempt.attaining of cultural capital needs long work, Continuous, learning and Acculturation . cultural capital wants to invest time and financial resources. The aim of this study was to investigate the relationship between cultural capital with enterance motivation and academic achievement of Golestan University of Medical Siences’students. Methods and materials: This descriptive – Analytical research was done with using Sampling Available on 359 student of Golestan University of Medical Siences . for collecting of information used 2 Valid and reliable questionnaires cultural capital with four scales embodied ,objectical, institutional and interactive and second is the Questionnaire of enterance motivation and for Measurement of academic performance used from average and data analysed with using of Spearman and Cros Kalvalys The results: 75/5 sample women and most Ethnicity were Persian and Turkoman. cultural capital of 4/23 students were Weak,74/9 Average and 7/1 good. Embodied cultural capital7/5 students good,86/6 average and 5/8 good, objectica cultural capital32/3 students good 63/2, average and 4/5 good, institutional cultural capital92/8 students good 6/4, average and 10/6 good and , interactive cultural capital10/6 students good 70/2, average and 19/2 good . enterance motivation 1/4 students were weak,49/6 average and 49 good. academic performance 46/6 students were good. The results show that the average of cultural capital in the areas of embodied ,objectical, institutional and interactive was 2/93,2/58,1/13 ,3/18. The highest score Was for interactive cultural capital. the average of enterance motivation was 4/93. Academic achievement below 12 (low), 0/8, 12-14 (medium), 12/5, 14-17 (Good) 64/6, up from 17 (very good) 21/7 percent among students. there is no significant relation between the institutionalized and objectical cultural capital with enterance motivation and academic achievement of students. There was significant positive relation between the embodied with academic achievement (p= 0/028) and interactive cultural capital with enterance motivation (p=0/000) and academic achievement(p=0/005). Research also shows that there was only significant relation between embodied cultural capital with faculties . there was significant relation between four kinds of cultural capital with studies of their fathers and moters. Conclusion: We can conclude that with enhancing cultural capital embodied ,enhances academic achievement and interactive cultural capital have effective role on enterance motivation and academic achievement of students.such as past studies the institutionalized and objectical cultural capital are not important factor on inhancing of cultural capital .

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Background of Objectives: Universities should not only be limited to teaching knowledge and courses but must give students the necessary skills for adapting to changes. The main purpose of this study was the mediator role determination of self- regulated learning strategies in relationship of motivational believes and academic values in Jahrom University of medical sciences general pharmacy students. Material and Methods: The research method is cross correlation. The population was all of Jahrom University of medical sciences general pharmacy students at 2012- 2013 academic year (338 students). Using random sampling method and Cocran formula 200 students were selected. Research instrument was two questioners motivational learning strategies and academic values questioner that distributed after validity and reliability calculation. Data analyzed by inferential statistical methods. Results: The results showed that students’ motivational believes predict academic values and self- regulated learning strategies. Also determined that self- regulated learning with motivational believes control predict students’ academic values and self- regulated learning has mediator role in relationship of motivational believes and students’ academic values. Conclusion: Growing learning form which learners assume primary responsibility for learning experience planning, implementation and evaluation will become the self-regulation learners that finally can be stringed their values for earn high grades and do challenges and new home works.

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Background and Objective: Motivation is one of the most important tools for the production of results in the induction of an effective and successful implementation program is foreseen. University professors motivated, as one of the pillars of education need to be effective in teaching students of study aimed to determine the organizational factors affecting job motivation among faculty members was conducted.

Materials and Methods: The present study in terms of purpose, and in terms of gathering information and data of cross correlation. The population of Shiraz University of Medical Sciences faculty members with a total of 210 samples were selected. . Data collection, compilation of five standard questionnaire and scored 5-point Likert questionnaire was for. Data using software (lisrel8.5) were analyzed.

Results: All variables affecting job motivation of faculty members in the form of conceptual model were evaluated and finally conceptual model goodness of fit index was reviewed and approved.

Conclusion: too many variables affect job motivation of faculty members, some of whom were examined. Path analysis results indicate that job satisfaction and management support to the most effective use of the criterion variable of job motivation are significant.

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Background and objective: The most important factor for success in every organization, s its human resources. Human resources with the power of creativity, imagination, faith and commitment, have a great impact on the performance of the organization. University faculty members are the main pillars of human resources and affect the development of universities to promote academic standing in their communities. In this regard, the role of job motivation of faculty members to further efficiency helps universities.

Materials and Methods: To determine the effective factors in job motivation of Shaheed Beheshti University of Medical Sciences’ faculty members, we conducted the study based on Herzberg's two factor motivation theory. In this across-sectional study, a sample of 137, (10% of the population) in 12 faculties were selected by random and proportional sampling based on size and gender of faculty members. The instrument used was a questionnaire containing 40 of the 11 areas of external factors and an effective two-factor theory of Herzberg's motivation-based job. The reliability of the questionnaire was calculated using

 Cronbach's alpha (%86). After collecting data gamma and correlation multipliers Ki-test and logistic regression analysis was carried was with software SPSS16.

Results: The internal factors were more important than external factors. Internal factors were more important in younger people. External factors, however, were more important in older people. Three areas, nature of work, professional development and career is also the most importance among the areas of internal factors, respectively. Two areas of occupational safety and connection are the most importance among the external factors. 

Conclusion: Providing the perfect environment, according to members of academic faculty,  job security,  moral values, decreasing  problems of employment due to age and work experience, training individuals and providing a salary based on ability and performance, justice, good communication, regulation of career paths lead to job motivation of faculty.

Keywords:  Motivation, Faculty, External factors, Internal  factors, Herzberg's two-factor theory.

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Background & Objective: The research aimed to determine the level of academic motivation and some of the relevant factors in pharmaceutical students of Zanjan University of Medical Sciences, Zanjan, Iran in 2016.
Materials and Methods: This was an applied research in terms of objectives with a descriptive-correlational design. Study population included all pharmaceutical students of Zanjan University of Medical Sciences (N=290) in the academic year of 2016-2017. In total, 168 subjects were selected using the Cochran formula and stratified random method. Data collection tools included three questionnaires of academic motivation, as well as occupational and individual factors, face and content validity of which was previously confirmed by experts. In addition, reliability of the research tools of academic motivation and occupational and institutional factors was estimated at the Cronbach’s alpha of 0.88, 0.71, and 0.76, respectively.
Results: Analysis of the data through descriptive and inferential statistics demonstrated that the mean academic motivation of students was at an acceptable level and higher than the hypothetical mean. Moreover, a significant relationship was observed between academic motivation and variables of economic status of family, GPA (university grade), and occupational factors (P<0.05). Results of the regression table also demonstrated that occupational factors and university GPA determined the significance of academic motivation.
Conclusion: According to the results of the study, university GPA had an impact on the academic motivation of students and was able to predict this concept to a certain extent.

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Background & Objective: Considering the significant importance of academic achievement of medical students in the improvement of society health, this study aimed to evaluate academic motivation and its relationship with academic achievement.
Materials and Methods: This cross-sectional research was conducted on junior students in fields of medicine, dentistry and pharmacy of Zanjan University of Medical Sciences, Zanjan, Iran in 2016. Subjects were selected through convenience sampling and filled Herman’s motivation questionnaire. Data analysis was performed in SPSS using Pearson’s correlation coefficient and t-test (P<0.05).
Results: In this research, 85% of the students were within the age range of 24-26. In total, 53.1% of students were male and 46.9% of them were female. In terms of marital status, 85% and 15% of the participants were single and married, respectively. Moreover, 74.1% of the students had a quota and 25.9% had no quota. Furthermore, 52.4% were living in dormitories and 47.6% were residing in other places. After the evaluation of the medicine, pharmacy, and dentistry students, their academic motivation score was 2.83, 2.87, and 2.86, respectively. According to the results, students residing in places other than dormitories had a higher motivation level, compared to those living in dormitories. Moreover, a significant relationship was observed between motivation and score of basic science GPA.
Conclusion: Given the fact that only living in dormitories reduced motivation in students, it is recommended that counseling meetings be held to familiarize students with this type of life and facilities in dormitories be improved to increase the motivation of students residing in dormitories.
 

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Background & Objective: Motivation and interest play a major role in the learning process, and the student's academic motivation depends on teaching style to some extent. In fact, a student-oriented and flexible learning method can increase the activities of learners. This study aimed to describe the effects of education management on the academic motivation of medical students in education management pattern, compared to the traditional method in the morning report topic.
Materials and Methods: This quasi-experimental study had a pretest-posttest design and was conducted on 30 medical students of Baqiyatallah University of Medical Sciences, Tehran, Iran, randomly divided into two test and control groups. Data were collected using Harter's Holding School questionnaire. Data analysis was performed using descriptive (mean and standard deviation) and inferential (independent t-test and univariate intergroup covariance) statistics.
Results: In this study, the mean and standard deviation of academic motivation in the two groups of education management and traditional method were 92.53±10.126 and 12.68±116.66, respectively. Comparison of d mean score of satisfaction of students in two groups and univariate intergroup covariance (F=6.816 and P=0.015) showed a significant difference between the satisfaction scores of students in the two research groups (ɑ<0.05).
Conclusion: According to the results of the study, the academic motivation of medical students was higher with the education management method, compared to traditional education. The model of education management led to better education and increased the academic motivation of students in the field of medicine by increasing motivation and reinforcing participatory spirit in these individuals.
 

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Background and Objective: This study aimed to evaluate the relationship between self-determined motivation and work engagement of faculty members of Iran University of Medical Sciences.
Materials and Methods: This descriptive and correlational study was performed on faculty members of Iran University of Medical Sciences in four schools of health, medicine, paraclinical and behavioral sciences, and mental health. In total, 100 subjects were selected using the Cochran formula. Research tools included work engagement (Salanova and Schaufeli [2002] with 0.99 reliability). In addition, data analysis was performed in SPSS version 21 using normality, correlation, and multiple regression tests.
Results: According to the results, 44% of the subjects were male, and 56% were female. There was a significant and positive correlation between internal, introjected, and self-determined motivation and work engagement of the faculty members. On the other hand, there was a negative and significant relationship between internal and external amotivation and work engagement of the participants. Results indicated that 22% of the variance of work engagement could be predicted based on the dimensions of self-determined work motivation. In addition, 17% of the variance of self-determined motivation could be foreseen according to the dimensions of work engagement.
Conclusion: According to the results of the study, high levels of self-determined work motivation could have positive outcomes, such as work engagement. Given the fact that work motivation could be predicted by the dimensions of work engagement, it is necessary to design methods to maintain a high level of work motivation in faculty members by planners and decision makers of this field.
 

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Background & Objective: Academic motivation plays a significant role in self-directed learning due to giving energy to learners and directing their activities. This study aimed to evaluate the relationship between academic motivation and hope for the future with readiness for self-directed learning in dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan, Iran.
Materials and Methods: This descriptive, correlational study was performed on dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan (Khorasgan) branch. In total, 265 students were selected using Krejcie and Morgan Table. Data collection tools included demographic characteristics questionnaire, adults dispositional hope scale, and academic motivation and self-directed learning readiness scale, which were completed by the participants during the study. In addition, data analysis was performed in SPSS version 16 using Pearson’s correlation coefficient and multiple regression tests in a step-by-step form.
Results: In this study, there was a positive, significant relationship between academic motivation and hope for the future (P<0.001), academic motivation and readiness for self-directed learning (P<0.001) and between hope for the future and readiness for self-directed learning (P<0.001).
Conclusion: According to the results of the study, a positive, significant relationship was identified between academic motivation with hope for the future and readiness for self-directed learning. Our results can be used by dental education planners and professors to improve the quality of dental education as a step toward educational development.
 

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Background & Objective: Students are invaluable assets of every country. Medicine has long been a major of great interest worldwide, the selection of which involves numerous motivational factors. The present study aimed to assess various motivational factors in medical students since the first until the last year of education.
Materials and Methods: This cross-sectional study was conducted on the medical students at Mashhad University of Medical Sciences in Mashhad, Iran in 2016. In total, 200 students were selected via stratified cluster sampling. Data were collected using a researcher-made questionnaire with 29 items regarding motivational factors. The questionnaire was validated (α=0.77) and completed by the participants.
Results: The main reasons for the selection of medicine as a field of studies were as follows: "Doctors have a good social status.” (n=84; 46.7%), “I wanted to help people improve their health.” (n=81; 44.8%), and “I wanted to be self-employed in the future.” (n=73; 40.8%). The male students were more concerned about financial income (mean score: 1.1±0.7 vs. 0.8±0.9; P=0.04) and job security (mean score: 0.4±1.1 vs. 0.1±1; P=0.05) compared to the female students. Moreover, the viewpoint of the students toward the propriety of the duration of medical education completely changed (0.7 in basic sciences up to -0.4 in internship; P<0.001).
Conclusion: According to the results, some motivational factors varied significantly as the medical students progressed into educational stages, which could be explained by the fact that medical students became more realistic than idealistic as they started actual medical practice during clinical education.
 

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Background & Objective: Hope can maximize the satisfaction and mental wellbeing of students and result in their physical and mental health and adaptation. This study aimed to determine the relationship between hope components with academic status, motivation and burnout in students of Qom University of Medical Sciences, Qom, Iran.
Materials and Methods: This correlational, descriptive study was conducted on 261 students in 2017, who were selected by random relative cluster sampling based on gender. Data were collected using the hope components questionnaire by Snyder et al., academic burnout scale by Berso et al., and academic motivation scale by Vallerand et al. In addition, data analysis was performed using Pearson’s correlation coefficient, independent t-test and stepwise multiple regression.
Results: In this study, there was a negative, significant relationship between the total score of hope components and their subscales with academic burnout. On the other hand, a positive, significant association was observed between the mean total score of hope components and their dimensions with academic motivation. However, no significant relationship was found between the mean total score of hope components and their dimensions with academic status. Moreover, the regression results indicated that academic burnout was able to predict hope components in a negative, significant manner.
Conclusion: According to the results of the study, hopeful students have more academic motivation and lower vulnerability to academic burnout. Therefore, it is suggested that the hope level of students be increased by university authorities and professors in order to improve and decrease their academic motivation and burnout, respectively.

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Background & Objective: Motivation is a basic factor for learning which can affect various behavioral aspects of students in educational environments. This study aimed to explore the academic motivation of laboratory science students in the universities of medical sciences in the East of Iran in 2017.
Materials and Methods: This cross-sectional, descriptive, and analytical study was performed on 334 laboratory science students. Data were collected using an academic motivation scale and a researcher-made questionnaire for factors related to motivation. In addition, data analysis was performed in SPSS using descriptive and analytical statistics, t-test, one-way ANOVA, and Chi-square.
Results: In this study, the mean age of the participants was 20.53±1.57 years, and the mean academic motivation of students was 124.04±18.75 (from a total score of 196). According to the results, there was a significant relationship between academic motivation and the related factors of welfare, education, and future career with the variables of age, gender, and university of study (P≤0.05). Moreover, there was a significant relationship between the intrinsic and extrinsic dimensions of motivation (P≤0.05).
Conclusion: According to the results of the study, the factors of welfare, education, and future career affected the academic motivation of laboratory science students. Therefore, it is suggested that more attention be paid to these factors by the authorities to eliminate barriers to the development of students’ motivation.