The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences

As science is developing, the ability of students in self-directed learning becomes more and more important. The purpose of this study was to determine the relationship between self-directed learning and motive of progress and learning strategies in medical students. This descriptive-correlational study was conducted on 283 undergraduate students in 2016. Sample size was determined based on guideline study and correlation coefficient between study variables. Data were collected by Fischer self-assessment questionnaire, Hermann’s motivation for progression, and self-learning strategies through stratified sampling. Data were analyzed using SPSS software and descriptive and analytical statistics were used. The average participants’ age was 22.85 3.97. 190 participants were males (67.2%). The mean score of self-directed learning, learning strategies, and developmental motivation was 84.24±7.96, 75.77±11.38, and 75.42±10.40, respectively. There was a direct and significantly positive correlation between self-esteem and developmental motivation (r=0.61) and learning strategies (r=0.60) (P<0.001).By fitting a regression model and considering the learning strategies and the motivation for progress as predictor variables and self-explanatory as a criterion variable (R=70%), R2=50%, beta and alpha coefficients indicate the significance of the relationship between the variables studied. Significant motivation to progress and learning strategies are considered as two predictor variables in self-directed learning. In this regard, promotion and management of the components affecting self-directed learning such as motivation for progress and learning strategies are highly significant.Keywords: EDUCATION, LEARNING STRATEGIES, MOTIVATION, SELF-DIRECTED LEARNING