The relationship between academic motivation and hope for the future with self-directed learning readiness among dental students of Isfahan Azad University and Isfahan Medical Sciences

Academic motivation plays a significant role in self-directed learning due to giving energy to learners and directing their activities. This study aimed to evaluate the relationship between academic motivation and hope for the future with readiness for self-directed learning in dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan, Iran.

This descriptive, correlational study was performed on dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan (Khorasgan) branch. In total, 265 students were selected using Krejcie and Morgan Table. Data collection tools included demographic characteristics questionnaire, adults dispositional hope scale, and academic motivation and self-directed learning readiness scale, which were completed by the participants during the study. In addition, data analysis was performed in SPSS version 16 using Pearson’s correlation coefficient and multiple regression tests in a step-by-step form.

In this study, there was a positive, significant relationship between academic motivation and hope for the future (P<0.001), academic motivation and readiness for self-directed learning (P<0.001) and between hope for the future and readiness for self-directed learning (P<0.001).

According to the results of the study, a positive, significant relationship was identified between academic motivation with hope for the future and readiness for self-directed learning. Our results can be used by dental education planners and professors to improve the quality of dental education as a step toward educational development.