An Analysis of the Mediating Role of Lifelong Learning Approach in the Relationship Between Learning Styles and Academic Well-being of Medical Students

 The quality of education and well-being of students who are responsible for promoting the health of the community seems to be important. This study endeavored to analyze the possible mediating role of lifelong learning approach in the relationship between learning styles and academic well-being in medical students in Hamadan, Iran.

 To conduct this descriptive-correlational study the sample of 225 students was selected from among the population were 2500 undergraduate students of the Faculty of Health, Hamadan University of Medical Sciences through stratified random sampling using Cochranchr('39')s formula. The were Yousefi Afrashteh Iranian Lifelong Learning Scale, Study Approaches and Skills Questionnaire for Students of Tit and Petrinen Academic Well-being Questionnaire. To analyze the data Pearson correlation was computed through path analysis Lisrel-8.88

 The results revealed that the well-being correlation coefficient with the deep approach was 0.51, with the superficial approach was -0.28 and the strategic approach was 0.29. The correlation of the lifelong learning approach with the deep approach was 0.64, with the superficial approach was -0.17, the strategic approach was -0.12. The results of path analysis revealed that lifelong learning and learning styles variables are effective in predicting academic well-being.

 The findings indicated the relationship between lifelong learning approach and learning styles with studentschr('39') academic well-being. This way, it is suggested that policy makers and curriculum planners provide rich opportunities for the development of these competencies in medical students by presenting educational programs and developing useful strategies.