نویسندگان
1
دانشکدهی پرستاری و مامایی زاهدان،دانشگاه علوم پزشکی زاهدان،زاهدان، ایران.
2
دانشگاه آزاد اسلامی زاهدان، زاهدان، ایران.
3
دانشکده ی پرستاری واحد بندر عباس، دانشگاه آزاد اسلامی، بندرعباس،بندرعباس ، ایران
4
دانشکده ی پرستاری و مامایی واحد کرمان، دانشگاه آزاد اسلامی کرمان،کرمان ، ایران.
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نوع مقاله : مقاله پژوهشی
چکیده
مقدمه: در ﻣﻴﺎن ﻋﻮاﻣﻞ ﻣﺘﻌﺪد و ﮔﻮﻧﺎﮔﻮن ﺗﺄﺛﻴﺮﮔﺬار ﺑﺮ ﻳﺎدﮔﻴﺮی و ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن، انگیزش نقش ﺑﺮﺟﺴﺘﻪ و ﺑﻠﻜﻪ ﻣﻬﻤﺘﺮی را اﻳﻔﺎ مینماید. ﺷﻨﺎﺧﺖ اﻧﮕﻴﺰش ﺗﺤﺼﻴﻠﻲ ﻣﺪرس را در اﻧﺘﺨﺎب ﻣﻨﺎﺳﺐ ﺗﺪاﺑﻴﺮ و فعالیتهای ﻳﺎددﻫﻲ و ﻳﺎدﮔﻴﺮی و ﺗﻌﺎﻣﻞ اﺛﺮﺑﺨﺶ ﺑﺎ ﻓﺮاﮔﻴﺮان و در ﻧﻬﺎﻳﺖ اﻓﺰاﻳﺶ اﺛﺮﺑﺨﺸﻲ ﺗﺪرﻳﺲ ﻳﺎری مینماید. لذا این ﻣﻄﺎﻟﻌﻪ با ﻫﺪف ﺑﺮرﺳﻲ ﻣﻴﺰان اﻧﮕﻴﺰش ﺗﺤﺼﻴﻠﻲ و ﻋﻮاﻣﻞ ﻣؤﺛﺮ ﺑﺮ آن در داﻧﺸﺠﻮﻳﺎن دانشکدهی پرستاری و مامایی زاهدان انجام گردید.
روش کار: پژوهش حاضر یک مطالعه مقطعی است که بر روی 255 نفر از دانشجویان دانشکدهی پرستاری و مامایی زاهدان که به روش نمونهگیری طبقهای انتخاب شده بودند انجام گرفت. جهت جمعآوری دادهها از پرسشنامه انگیزش تحصیلی والرند و پرسشنامه عوامل مرتبط روحی و همکاران که چهار عامل رفاه دانشجویی، آموزش دانشکده، مراکز آموزشی و آینده شغلی را مورد بررسی قرار میدهد، استفاده گردید.
نتایج: نتایج پژوهش حاضر نشان داد که میانگین سنی مشارکتکنندگان در این پژوهش 04/3 ±22/23 بود و میانگین نمرهی کلی انگیزش دانشجویان (6/16± 68/133) بود و اکثریت دانشجویان از لحاظ انگیزش تحصیلی در سطح متوسط قرار داشتند و انگیزش تحصیلی دانشجویان با سن، جنس، رشتهی تحصیلی و سال چندم دانشگاه بودن ارتباط دارد(p≤0/05). بررسی ارتباط انگیزش تحصیلی با عوامل مرتبط نیز نشان داد که بین هر چهار عامل رفاه دانشجویی، آموزش دانشکده، مراکز آموزشی و آینده شغلی با انگیزش تحصیلی دانشجویان ارتباط معنیداری وجود دارد (p≤0/05).
نتیجه گیری: از آنجایی که انگیزش کلید یادگیری دانشجویان هست و دانشجویان رشتههای علوم پزشکی مهمترین سرمایه نهتنها برای جامعه پزشکی بلکه یک سرمایه ملی محسوب میشوند و انگیزش تحصیلی بهعنوان نیروی محرک فعالیتهای دانشجو و عامل جهتدهنده حرکت محسوب میشود. لذا هرگونه تلاش درجهت تقویت نیروی محرکه در فراگیران بسیار مؤثر و با اهمیت خواهد بود.
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