همبستگي خودكارآمدي تحصيلي با اضطراب يادگيري در دانشجويان پزشكي دانشگاه آزاد اسلامي واحد قم، سال 1395

Correlation between Academic Self-Efficacy and Learning Anxiety in Medical Students Studying at Qom Branch of Islamic Azad University, 2017, (Iran)

زمينه و هدف: عدم پيشرفت تحصيلي، يكي از مشكلات عمده در كيفيت مراكز آموزش عالي كشور محسوب مي‌‌گردد كه منجر به اتلاف وقت، هزينه‌ و ايجاد مشكلات روحي - رواني و اجتماعي در دانشجويان مي‌شود. مطالعه حاضر با هدف تعيين همبستگي خودكارآمدي تحصيلي با اضطراب يادگيري در دانشجويان پزشكي دانشگاه آزاد اسلامي واحد قم صورت گرفت. روش بررسي: پژوهش حاضر به روش توصيفي - همبستگي بر روي 131 دانشجوي دانشگاه آزاد اسلامي شهر قم انجام شد. نمونه‌گيري به‌صورت سرشماري بود. اطلاعات با استفاده از دو پرسشنامه استاندارد خودكارآمدي تحصيلي و پرسشنامه استاندارد اضطراب يادگيري پكران، به‌صورت خودگزارش‌دهي جمع‌آوري شد. داده‌ها با استفاده از آزمون‌هاي آماري توصيفي، همبستگي پيرسون و تي مستقل تجزيه‌وتحليل شدند. يافته‌ها: شركت‌كنندگان داراي ميانگين سني 2/8±22/2 سال، ميانگين نمره‌ خودكارآمدي تحصيلي 0/17±104/2 و ميانگين نمره اضطراب يادگيري 6/6±33/1 بودند. بين سه مشخصه دموگرافيكي جنسيت، وضعيت تأهل و محل سكونت با ميانگين نمره خودكارآمدي تحصيلي، اختلاف معني‌داري ديده نشد (0/05p). بين خوابگاهي بودن و نبودن با نمره اضطراب يادگيري، رابطه معني‌دار نبود (0/684=p). ميان معدل تحصيلي و خودكارآمدي تحصيلي، همبستگي مستقيم معني‌داري وجود داشت (P=0/003, r=0/261). همچنين بين خودكارآمدي تحصيلي و اضطراب يادگيري دانشجويان موردبررسي، همبستگي معكوس معني‌داري ديده ‌شد (P=0/001, r=0/388). نتيجه‌گيري: نتايج اين پژوهش نشان داد بين متغير اضطراب يادگيري و خودكارآمدي تحصيلي در دانشجويان، همبستگي معكوس معني‌داري وجود دارد؛ بر اين اساس بايد در جهت رشد باورهاي خودكارآمدي تحصيلي دانشجويان به كاهش منابع استرس، آموزش‌هاي مقابله با استرس نيز توجه شود.

Background and Objectives: Lack of academic progress is considered as one of the major problems in the quality of higher education institutes, which leads to waste of time and cost and causes psychological problems in the students.The current study was conducted to determine the correlation between academic self-efficacy and learning anxiety in medical students studying at Qom Branch of Islamic Azad University. Methods: This research was performed as a cross-sectional, descriptive, and analytical study on 131 students in Islamic Azad University of Qom city. Sampling was census method. The data were collected using two questionnaires of College Academic Self-Efficacy Scale (CASES) and self-reporting Pekrun Learning Anxiety. Finally, data were analyzed using descriptive statistical tests, Pearson correlation, and t-test. Results: The mean age of the participants was 22.25±2.80, the mean academic self-efficacy score was 104.29±17.00, and the mean learning anxiety score was 33.14±6.69. There was no significant differrence between three demographic characteristics of gender, marital status, and place of residence with academi self-efficacy score (p>0.05), but, there was a significant relashionship between gender and marital status with learning anxiety score (p<0.05). There was no significant relationship between the mean score of learning anxiety and dormitory and non-dormitory residence (p=0.684). There was a significant direct correlation between academic grade point average and academic self-efficacy (r=0.261, p=0.003). There was a significant inverse correlation between academic self-efficacy and learning anxiety (p=0.001, r=-0.388). Conclusion: The findings of this research showed that there is a significant inverse correlation between the learning anxiety variable and academic self-efficacy in students; accordingly, reduction of the source of stress and stress-coping training should be paid attention to improve the students’ academic self-efficacy beliefs.