The Relationship between Academic Well-being and Learning Approaches and educational fascination in Zanjan University of Medical Sciences Students

Educational well-being and educational fascination are important variables in the field of education and learning that need to be recognized for their underlying factors. Therefore, the aim of this study was to determine the relationship between learning approaches and educational well-being and educational fascination.

In this descriptive correlational cross-sectional study, a sample of 244 Zanjan medical sciences students was selected by convenience sampling and proportional sex sampling from five fields of study in 1397.Data were collected through the Learning approaches Questionnaire from the approaches and Study Skills Questionnaire for Tait and Partners, the Salmela-Aro & Upadya educational Well-being Questionnaire, and the Martin and Jackson educational fascination Questionnaire (2008). Data were analyzed using Pearson correlation coefficient.

The results showed that the correlation coefficient between academic well-being and deep approach was 0.56, with surface approach -0.31 and and with strategic approach was 0.16. Also the correlation coefficient of academic fascination with deep approach was 0.61, with surface approach -0.25 and with strategic approach 0.22. All these coefficients are significant at the error level of less than 0.05.

It seems to increase educational well-being and Facilitate students' fascination experience Promoting their learning approach from surface to deep can be a useful and effective solution.so, it is necessary to promote studying and learning approaches through educational interventions.