بررسی وضعیت انگیزه تحصیلی و رابطه آن با فرسودگی تحصیلی در دانشجویان دانشگاه علوم پزشکی جهرم

نوع مقاله : مقاله پژوهشی

نویسندگان
حمید صالحی نیا 1
فاطمه رضایی 2
علی کریمی 3
افروز مزیدی مرادی 4
روژان خضری 5
زهرا شهابی نیا 6
1 دانشیار اپیدمیولوژی، گروه اپیدمیولوژی و آمار، دانشکده بهداشت، مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران
2 استادیار اپیدمیولوژی، گروه آمار زیستی و اپیدمیولوژی، دانشکده پزشکی، مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشگاه علوم پزشکی جهرم، جهرم، ایران
3 کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی جهرم، جهرم، ایران
4 دانشگاه علوم پزشکی شیراز، شیراز، ایران
5 کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی ایران، تهران، ایران
6 دانشگاه علوم پزشکی بیرجند، بیرجند، ایران
10.22034/pjms.2025.2049502.1185
چکیده
چکیده:
مقدمه: فرسودگی تحصیلی در دانشجویان شیوع بالایی دارد و یکی از مهم‌ترین عوامل احتمالی در تعدیل آن، انگیزه تحصیلی است. بنابراین، مطالعه حاضر با هدف بررسی رابطه بین انگیزه‌تحصیلی و فرسودگی‌تحصیلی در دانشجویان علوم‌پزشکی انجام شد.
روش‌کار: این مطالعه مقطعی تحلیلی بر روی 350 دانشجو دانشگاه علوم‌پزشکی جهرم که به روش نمونه گیری طبقه بندی وارد مطالعه شدند، انجام شد. داده‌ها با استفاده از پرسشنامه استاندارد انگیزش تحصیلی Wallerand و پرسشنامه فرسودگی تحصیلی Maslach نسخه دانشجویی جمع‌آوری شد. تجزیه و تحلیل داده‌ها با نرم افزار SPSS نسخه 19 و آزمون‌های آماری تی‌مستقل، آنالیز واریانس و ضریب همبستگی در سطح معناداری کمتر از 05/0 انجام شد.
نتایج: میانگین سنی دانشجویان 73/22 و با انحراف معیار 75/2 سال بود و 4/57 درصد دختر، 4/89 درصد مجرد، 1/53 درصد از مقطع تحصیلی کارشناسی بودند. 3/54 درصد از دانشکده پزشکی و 7/81 درصد غیر بومی بودند. بر اساس نتایج، 7/3 درصد انگیزش تحصیلی ضعیف و 1/25 درصد انگیزش متوسط و 1/71 درصد انگیزش خوب داشتند. همچنین، 6/10 درصد فرسودگی تحصیلی بالا، 6/66 درصد فرسودگی تحصیلی متوسط و تنها 8/22 درصد فرسودگی تحصیلی ضعیف را گزارش کردند. علاوه بر این، بین نمره انگیزش تحصیلی و فرسودگی تحصیلی یک همبستگی معنی‌دار و منفی مشاهده شده(41/0-=r) که نشان می‌دهد با پایین‌تر بودن نمره انگیزش تحصیلی، فرسودگی تحصیلی افزایش می یابد (001>p).
نتیجه‌گیری: با توجه به شیوع بالای فرسودگی‌تحصیلی در دانشجویان و همچنین ارتباط آن با انگیزه‌ تحصیلی ، اجرای مداخله‌های آموزشی و روان‌شناختی برای ارتقا انگیزش-تحصیلی دانشجویان و متعاقباً کاهش فرسودگی‌تحصیلی توصیه می‌گردد.
کلیدواژه‌ها
انگیزه تحصیلی
فرسودگی تحصیلی
دانشجو
علوم‌پزشکی

عنوان مقاله English

Investigating the relationship between academic motivation and academic burnout in medical students of Jahrom, Iran

نویسندگان English

hamid salehiniya 1
Fatemeh Rezaei 2
Ali Karimi 3
Afrooz Mazidimoradi 4
Rozhan Khezri 5
Zahra shahabinia 6
2 Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran.
3 Student Research Committee, Jahrom University of Medical Sciences, Jahrom, Iran.
4 Shiraz University of Medical Sciences, Shiraz, Iran
5 Student Research Committee, Iran University of Medical Sciences, Tehran, Iran
6 Birjand University of Medical Sciences, Birjand, Iran.
چکیده English

Investigating the relationship between academic motivation and academic burnout in medical students of Jahrom, Iran
Abstract
Introduction: Academic burnout is a common problem among students, and academic motivation is a key factor in its reversal. This study was conducted to investigate the relationship between academic motivation and academic burnout in medical students.
Methods: This descriptive-analytical cross-sectional study involved 350 students from Jahrom University of Medical Sciences, selected through a stratified sampling method. The data was acquired by utilizing both the Wallerand academic motivation questionnaire and the Moslesh academic burnout questionnaire - student version. Data analysis was performed using SPSS version 19 software, including independent t-tests, analysis of variance (ANOVA) test, and Pearson correlation coefficient, at a significance level of less than 0.05.
Results: The average age of the students was 22.73±2.75 years, and 57.4% were female, 89.4% were single, and 53.1% were undergraduates. 54.3% were from medical school and 81.7% were non-native. Also,10.6% of participants reported experiencing high academic burnout, 66.6% reported moderate academic burnout, and only 22.8% reported low academic burnout. In addition, a significant negative correlation was observed between the academic motivation and academic burnout scores (r=-0.41, p=0.03).
Conclusion: Considering that academic burnout is common in students and it is less common in those with more academic motivation, it is suggested to use educational and psychological interventions to enhance students' academic motivation and ultimately reduce academic burnout.
Keywords: Academic Motivation, Academic Burnout, Student, Medical Sciences.

کلیدواژه‌ها English

Academic Motivation
Academic Burnout
Students
Medical Sciences
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مجله علوم پزشکی پارس
دوره 22، شماره 4
زمستان 1403
صفحه 60-71