ارزيابي خودكارآمدي تحصيلي دانشجويان دانشگاه علوم پزشكي قم در سال 1396

Assessment of Academic Self - Efficacy of Students of Qom University of Medical Sciences in 2017-2018

مقدمه: دستيابي به موفقيت تحصيلي و پيشرفت به عنوان هدف غايي فراگيران و نظام آموزشي هر كشوري تلقي مي­شود، كه تحقق اين امر متأثر از عوامل متعددي است. يكي از اين عوامل، خودكارآمدي تحصيلي دانشجويان مي ­باشد كه باورهاي فراگيران در مورد توانايي ­هاي خود در فرايند تحصيل تعريف مي­ شود. اين مطالعه با هدف ارزيابي خودكارآمدي تحصيلي در دانشجويان دانشگاه علوم پزشكي قم در سال 1396 انجام شد. روش: در اين مطالعه مقطعي كه به صورت توصيفي تحليلي انجام شد 188 دانشجوي دانشگاه علوم پزشكي قم به روش نمونه­ گيري چند مرحله اي از بين دانشكده­ ها با رعايت معيارهاي ورود و خروج از مطالعه انتخاب شدند. ابزار گردآوري داده ­ها پرسشنامه مشخصات دموگرافيك و پرسشنامه استاندارد خودكارآمدي تحصيلي (32 گويه) بود. داده ­ها توسط نرم فزار SPSS 19 توسط شاخص هاي مركزي و توزيع فراواني توصيف و با استفاده از آزمونهاي T مستقل، ANOVA، آزمون دانكن و ضريب همبستگي پيرسون و اسپيرمن در سطح معني­داري كمتر از 0/05 تحليل شد. يافته ها: ميانگين و انحراف معيار سن نمونه هاي 1/72 ± 21/38 سال، 81/9% نمونه ­ها مؤنث، 78/7% مجرد و 56/9% خوابگاهي بودند. ميانگين و انحراف معيار نمره خودكارآمدي تحصيلي دانشجويان 21/19 ± 109/84 نمره از دامنه قابل اكتساب 160- 30 نمره بود. اين نتايج نشان داد كه 4/3% داراي خودكارآمدي تحصيلي ضعيف، 57/4% داراي خودكارآمدي تحصيلي متوسط و 38/3% داراي خودكارآمدي تحصيلي خوب بودند. آزمون­ هاي آماري نشان دادند كه خودكارآمدي تحصيلي بر حسب جنس (0/014=P) و دانشكده محل تحصيل (0/001=P) اختلاف معني­ داري دارد. آزمون ضريب همبستگي پيرسون نشان داد كه بين خودكارآمدي تحصيلي با معدل تحصيلي همبستگي مستقيم معني­ داري وجود دارد (0/001>P و 0/381=r). نتيجه­ گيري: در نهايت نتايج نشان داد كه دانشجويان دانشگاه علوم پزشكي قم از خودكارآمدي تحصيلي متوسطي برخوردار هستند و با توجه به ارتباط آن با برخي مؤلفه­ هاي مؤثر در تحصيل لازم است برنامه­ هاي ارتقاء آن در دانشگاه جهت دانشجويان لحاظ گردد.

Introduction: Access to academic competence and development has been mostly regarded as the final aim of learners and the educational system of any country, which has been mostly effected by so many factors. One of these factors is the academic self-efficacy of the students, which has been defined as the students' views about the capability to study within the educational process. The aim of this study was to assess the academic self-efficacy of students at Qom University of Medical Sciences in 2017-2108 Methods: over this cross-sectional study, a descriptive-analytic method was adopted across a multi-stage sampling among various faculties with respect to entrance and graduation so-called yardsticks. The data collecting instrument was a demographic characteristics questionnaire and a standardized academic self-efficacy questionnaire(32 articulated item). Data have been described through SPSS version 19 and central indices and frequency distribution and then analyzed through independent T tests, ANOVA software and Duncan test and Pearson and spearman correlation coefficients in p value(significance level) less than /05. Results: The mean and standard deviation of the age of the samples were 21/38±1/72 scores, and% 81/9 female, %78/7 male and %56/9 settled in dormitory. The students' academic selfefficacy mean and standard deviation were 109/84±21/19 from the achieved range of 30- 160 .This result reveals that %4/3 have weak academic self-efficacy and %57/4 have average academic self-efficacy and %38/3 have favorite academic self-efficacy. Statistical tests suggest that academic self-efficacy on the basis of sex (p= /014) and on the basis of the type and the location of faculty (p= //001) have statistically different significance. Pearson correlation coefficient revealed that between academic self-efficacy and overall academic mean ,there was a direct significant correlation (p<0 /001 , r=/381) Conclusion: Ultimately, the results revealed that the students of Qom University of Medical Sciences have moderate academic self-efficacy and based on its relevance with some components which is Effective in studying, it is essential to take into account the student's promoting programs for the university.