The Relationship between Self-directed Learning and School Motivation in Medical Students of Isfahan University of Medical Sciences

Abstract

Introduction: The need for self-learning and self-motivation in medical students is a necessity in today’s knowledge-based world. This study aimed to investigate the relationship between Self-directed learning and school motivation in medical students of Isfahan University of Medical Sciences. Methods: In this descriptive-correlational study 300 Medical students were selected through the simple random sampling method in 2011-2012 academic years, and completed the standard scales of the Self-rating Scale of Self-directed Learning (SRSSDL) and the Inventory of School Motivation(ISM). The reliability of questionnaires had been verified in previous studies respectively. In this study, Cronbach’s alpha was calculated 0.92; 0.93. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient). Results:Findings of the 265 completed questionnaires showed a positive significant relationship between Self-directed Learning and School Motivation(r=0.448, p=0.001).The correlation coefficient between School Motivation and all factors of Self-directed learning was significant and the highest score belonged to the Evaluation factor(r=0.429, p=0.0005). The correlation coefficient between Self-directed learning and all factors of School motivation was significant and the highest score belonged to the Effort factor(r=0.544, p=0.0005). Conclusion: The results showed a positive and significant relation between School Motivation and Self-directed learning. Developers of medical education and faculty members can use the results of this research to promote the quality of medical education as a step toward medical education development.

Keywords

• self-directed learning
• school motivation
• medical education
• medical student.