Volume 9, Issue 3 (autumn 2022)
DSME 2022, 9(3): 51-58 |
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Research code: 172
Ethics code: IR.MAZUMS.REC.1401.172
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Ghahrani N, jalahi H, esmaeili ghajari A, hoseinzadeh dogolsar F, sadeghi A, Nemati M. The relationship of self-directed learning with metacognitive strategies and happiness among medical students at Mazandaran University of Medical Science.. DSME 2022; 9 (3) :51-58
URL: http://dsme.hums.ac.ir/article-1-391-en.html
URL: http://dsme.hums.ac.ir/article-1-391-en.html
Nasim Ghahrani 
, Hosein Jalahi , Azam Esmaeili ghajari , Fatemeh Hoseinzadeh dogolsar , Anahita Sadeghi , Maryam Nemati
, Hosein Jalahi , Azam Esmaeili ghajari , Fatemeh Hoseinzadeh dogolsar , Anahita Sadeghi , Maryam Nemati
Development Center
Abstract: (773 Views)
Background: This study was conducted with the aim of investigating the relationship of self-directed learning with metacognitive strategies and happiness of medical students of Mazandaran University of Medical Sciences in 2022.
Methods: This descriptive-cross-sectional study was conducted by correlational method. The data collection tool is Williamson's self-directed learning questionnaire with reliability 0.93, Wells and Carteret's metacognition with reliability 0.91, and OHQ with reliability 0.87. The validity of all three questionnaires was approved by experts. The statistical population includes 362 students, 193 of whom were randomly selected from Sari (156) and Ramsar campus (43). The result of the Kolmogorov test showed that all the data of the study were normal, therefore, to determine the status of the variables, the One Sample T Test was used to determine the relationship between them, and the Pearson Correlation Coefficient was used with SPSS software.
Results: The average scores of self-directed learning (3.63) and metacognition (3.33) in students were higher than average, and the level of happiness (1.36) was lower than average. A significant relationship (r=0.493+) was seen between self-directed learning and happiness with a confidence level of 95% and Sig=0.000. Also, there was a significant relationship (r=0.89+) between self-directed learning and metacognitive strategies with Sig 0.0000. In addition, with df=191 and P-Value<0.05, no significant difference was observed in self-directed learning, metacognitive skills, and happiness among the students of Sari College and Ramsar Campus.
Conclusion: The self-directed learning skills and metacognition of medical students are acceptable, but proper planning is necessary to increase their happiness.
Methods: This descriptive-cross-sectional study was conducted by correlational method. The data collection tool is Williamson's self-directed learning questionnaire with reliability 0.93, Wells and Carteret's metacognition with reliability 0.91, and OHQ with reliability 0.87. The validity of all three questionnaires was approved by experts. The statistical population includes 362 students, 193 of whom were randomly selected from Sari (156) and Ramsar campus (43). The result of the Kolmogorov test showed that all the data of the study were normal, therefore, to determine the status of the variables, the One Sample T Test was used to determine the relationship between them, and the Pearson Correlation Coefficient was used with SPSS software.
Results: The average scores of self-directed learning (3.63) and metacognition (3.33) in students were higher than average, and the level of happiness (1.36) was lower than average. A significant relationship (r=0.493+) was seen between self-directed learning and happiness with a confidence level of 95% and Sig=0.000. Also, there was a significant relationship (r=0.89+) between self-directed learning and metacognitive strategies with Sig 0.0000. In addition, with df=191 and P-Value<0.05, no significant difference was observed in self-directed learning, metacognitive skills, and happiness among the students of Sari College and Ramsar Campus.
Conclusion: The self-directed learning skills and metacognition of medical students are acceptable, but proper planning is necessary to increase their happiness.
Type of Study: Orginal |
Subject:
General
Received: 2023/02/20 | Accepted: 2023/06/25 | Published: 2022/10/2
Received: 2023/02/20 | Accepted: 2023/06/25 | Published: 2022/10/2
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