Abstract
Background and Objective: Self-directed learning skills are vital in medical professions, linked to lifelong learning, with motivation being a key factor for effective learning. This study aimed to explore the relationship between self-directed learning and academic motivation among nursing, midwifery, and paramedical students.
Methods: A correlational analysis was conducted involving 160 students from Qom University of Medical Sciences in 2024, using a stratified sampling method for proportional representation across disciplines. Data were collected through a demographic checklist, a self-directed learning scale, and an academic motivation scale. The qualitative validity of both scales was verified by experts, with Cronbach's alpha for the questionnaires being 0.85 and 0.81, respectively. Data analysis utilized SPSS version 23, employing independent t-tests, ANOVA, Pearson correlation, and regression analyses, with significance set at p < 0.05.
Findings: The average age of participants was 22.68 years (SD = 4.44). Mean scores for academic motivation and self-directed learning were 98.35 (SD = 8.66) and 77.60 (SD = 9.51), respectively. A significant correlation was found between academic motivation and self-directed learning (r = 0.405, p = 0.001). Multiple regression analysis indicated that field of study, family income, interest in the field, and academic motivation explained 55% of the variance in self-directed learning (R = 0.550, R² = 0.302, Adj R Square = 0.271, p = 0.001).
Conclusion: The study concludes that enhancing academic motivation is crucial for improving self-directed learning among nursing, midwifery, and paramedical students. Despite high levels of self-directed learning, relatively low academic motivation may impede their educational success.
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