Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences
Introduction: Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sc...
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2017-04-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-4243-en.pdf |
| _version_ | 1797637843917471744 |
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| author | Ebrahim Amini Mohammad Hasan Seif Ahmad Rastegar |
| author_facet | Ebrahim Amini Mohammad Hasan Seif Ahmad Rastegar |
| author_sort | Ebrahim Amini |
| collection | DOAJ |
| description | Introduction: Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sciences in 2015.
Methods: This correlational study was performed in the form of a causality model by using path analysis model. For this purpose, 237 students of Bushehr University of Medical Sciences were selected by stratified random sampling. Subjects responded to Samuels’ Academic Resilience Inventory (ARI), Martin and Marsh’s academic vitality, and Morris’s academic self-efficacy questionnaires. Data were analyzed in AMOS software using descriptive statistics, correlation coefficient tests, and path analysis and goodness of fit indices.
Results: Academic and social self-efficacy had a direct effect on academic vitality and an indirect significant effect on resilience. Academic vitality had a direct positive effect on academic resilience. However, emotional self-efficacy did not have any significant direct or indirect effect on academic vitality.
Conclusion: Self-efficacy was an effective factor in academic vitality and teaching self-efficacy skills could lead to academic vitality. Also, programs should be planned to enhance students’ academic resilience, coping with stress and academic success. |
| first_indexed | 2024-03-11T12:55:09Z |
| format | Article |
| id | doaj.art-0579718759644989aac2f239a6541540 |
| institution | Directory Open Access Journal |
| issn | 1608-9359 1735-8892 |
| language | fas |
| last_indexed | 2024-03-11T12:55:09Z |
| publishDate | 2017-04-01 |
| publisher | Isfahan University of Medical Sciences, Medical Education Development Center |
| record_format | Article |
| series | مجله ایرانی آموزش در علوم پزشکی |
| spelling | doaj.art-0579718759644989aac2f239a65415402023-11-03T17:12:13ZfasIsfahan University of Medical Sciences, Medical Education Development Centerمجله ایرانی آموزش در علوم پزشکی1608-93591735-88922017-04-0117343353Factors Affecting Students’ Academic Resilience at Bushehr University of Medical SciencesEbrahim Amini0Mohammad Hasan Seif1Ahmad Rastegar2 Payame Noor University, Tehran Payame Noor University, Tehran Payame Noor University, Tehran Introduction: Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sciences in 2015. Methods: This correlational study was performed in the form of a causality model by using path analysis model. For this purpose, 237 students of Bushehr University of Medical Sciences were selected by stratified random sampling. Subjects responded to Samuels’ Academic Resilience Inventory (ARI), Martin and Marsh’s academic vitality, and Morris’s academic self-efficacy questionnaires. Data were analyzed in AMOS software using descriptive statistics, correlation coefficient tests, and path analysis and goodness of fit indices. Results: Academic and social self-efficacy had a direct effect on academic vitality and an indirect significant effect on resilience. Academic vitality had a direct positive effect on academic resilience. However, emotional self-efficacy did not have any significant direct or indirect effect on academic vitality. Conclusion: Self-efficacy was an effective factor in academic vitality and teaching self-efficacy skills could lead to academic vitality. Also, programs should be planned to enhance students’ academic resilience, coping with stress and academic success.http://ijme.mui.ac.ir/article-1-4243-en.pdfacademic resilienceacademic vitalitysocial self-efficacyacademic self-efficacyemotional self-efficacy |
| spellingShingle | Ebrahim Amini Mohammad Hasan Seif Ahmad Rastegar Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences مجله ایرانی آموزش در علوم پزشکی academic resilience academic vitality social self-efficacy academic self-efficacy emotional self-efficacy |
| title | Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences |
| title_full | Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences |
| title_fullStr | Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences |
| title_full_unstemmed | Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences |
| title_short | Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences |
| title_sort | factors affecting students academic resilience at bushehr university of medical sciences |
| topic | academic resilience academic vitality social self-efficacy academic self-efficacy emotional self-efficacy |
| url | http://ijme.mui.ac.ir/article-1-4243-en.pdf |
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