Assessment the Incentive of Responsibility Acceptance of Students Counseling by University Professors
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Abstract:
University students experience more pressure and discomfort due to sensitivity of development and change period and its critical conditions، especially in the first years of entrance to the university. Therefore، it seems necessary to support them in this way. Since counseling is done by counseling professors in different departments of medical faculties in universities of Iran، we decided to ask professors their incentive and purpose of accepting this great responsibility and to assess their answers. The study was descriptive and cross-sectional and the research population consisted of counseling professors of Medical Universities at basic sciences level. The tool used in this study was a twenty-item questionnaire which was approved by two professors of psychology and an MS in Statistics. A total of 45 questionnaires were distributed among the counseling professors of the mentioned universities and 32 questionnaires were fully completed and analyzed. A total of 32 questionnaires were almost equally distributed among four universities، (Shiraz، Tehran، Bushehr and Ahvaz Jundishapur University of Medical Sciences). To evaluate the requested parameters of the questionnaire، always and often is considered as agreement، sometimes as indifference، and rarely or not at all as disagreement of counseling professor. The most important reason of accepting counseling in educational aspect was student achievement (96. 9%). Research credibility of university and student was agreed in 46. 9%، and 37. 5%، respectively. The cause of counseling acceptance was not to satisfy university administrators، earning money، and possession of extra-time. The results of this study show that the professors believe that counseling is an efficient way to help students’ achievement and to solve their academic، personal، and social problems.
Language:
Persian
Published:
Educational Developement of Jundishapur, Volume:5 Issue:2, 2014
Pages:
165 - 171
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