Horizon of Medical Education Development

Horizon of Medical Education Development

The Relationship Between Social Health, Academic Engagement, and Problem-Solving Styles with Academic Vitality Of Medical Students

Document Type : Original Article

Authors
Seyede Sara Hosseini 1
Maryam Zakerihamidi 2
Khadijeh Hatamipour 3
Flora Rahimaghaee 3
1 Faculty of Medicine, Mazandaran University of Medical Sciences, Ramsar, Iran.
2 Department of Midwifery, Faculty of Medical Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
3 Department of Nursing, Faculty of Medical Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
10.22038/hmed.2025.86109.1486
Abstract
Introduction:Considering the importance of healthy interactions, problem-solving skills, and the emphasis on education and learning in students throughout their academic journey, the present study aimed to investigate the relationship between social health, academic engagement, and problem-solving styles with academic vitality of medical students at Ramsar University of Medical Sciences (Pardis).
Materials & Methods:This cross-sectional study was conducted on 121 medical students who were selected through a random sampling method. Data collection tools included the academic vitality questionnaires of Hossein Chari and Dehghani Zadeh (2020), Cassidy and Long's problem-solving styles (1996), academic engagement of Salmela Aro and Upadhyaya (2012), and Keyes' social health (1998). To confirm the validity of the research tools, face and content validity were investigated. Data analysis was performed using descriptive and inferential statistics and the Pearson correlation coefficient and multiple regression test using SPSS software (version 27).
Results:There was a significant positive relationship between the dimensions of social health (social flourishing, social solidarity, social cohesion, social acceptance, social participation), academic engagement, and constructive problem-solving style with students' academic vitality. There was also a significant negative relationship between unconstructive problem-solving style and students' academic vitality.
Conclusion:The results of the study showed that the components of academic engagement, social flourishing and unconstructive problem-solving style have the greatest explanatory power regarding the criterion variable of academic vitality.

Acknowledgments: The researchers would like to express their sincere gratitude to all the students who participated in the present study.

Availability of data and materials: Availability of data and materials: The datasets analyzed during the current study are available from the corresponding author on reasonable request.

Conflicts of interest:Conflicts of interest: The authors declare that they have no conflicts of interest regardingthe publication of the results of this article.

Consent for publication: Not applicable.

Ethical approval and consent to participate: “This article is derived from a research project approved by the Research Council of the Islamic Azad University, Tonekabon Branch (Approval Code: 1592900550087471399162360951). Informed consent was obtained from all participants, and ethical guidelines were strictly observed throughout the conduct and reporting of this study.The study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Authors’ Contributions: S. Hosseini: Played the primary role in conceptualization (40%) and data collection/processing (60%), with contributions to other research stages. M. Hamidi: Primarily responsible for writing the original draft (70%), with significant contributions to data analysis/interpretation (25%) and critical revision (25%). Kh. Hatami Pour: Actively contributed to study design (25%), data analysis (25%), critical revision (25%), and final approval (30%). F. Aghaei: Played a key role in conceptualization (40%), data analysis/interpretation (40%), and critical revision/editing (40%). General Accountability: All authors (S. Hosseini, M. Hamidi, Kh. Hatami Pour, and F. Aghaei) contributed equally (25% each) to the accountability for all aspects of the work.

Open Access Policy: This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits any non-commercial use, sharing, adaptation, distribution, and reproduction in any medium or format, provided the original author(s) and source are properly credited. To view a copy of this licence, visit.
https://creativecommons.org/licenses/by-nc/4.0
Keywords
Social health
Academic engagement
Problem-solving styles
Academic vitality
students
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Horizon of Medical Education Development
Volume 17, Issue 3
Summer 2026
Pages 96-84