Factors Influencing Self-esteem in Health Sciences Students: An Explanation for the Roles of Lifelong Learning and Learning Style

AUTHORS

Mohsen Safafri 1 , * , Norooz Mahmoudi 2

1 PhD in Health Education, Associate Professor, Health Research Center AND Department of Health Education, School of Health, Baqiyatallah University of Medical Sciences, Tehran, Iran, Iran

2 MSc Student, Department of Environmental Health, School of Health, Baqiyatallah University of Medical Sciences, Tehran, Iran, Iran

How to Cite: Safafri M, Mahmoudi N . Factors Influencing Self-esteem in Health Sciences Students: An Explanation for the Roles of Lifelong Learning and Learning Style, Strides Dev Med Educ. 2016 ; 13(4):e57636.

ARTICLE INFORMATION

Strides in Development of Medical Education: 13 (4); e57636
Published Online: November 02, 2016
Article Type: Research Article
Received: July 05, 2017
Accepted: February 28, 2016

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Abstract

Background & Objective: Self-esteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement. The aim of the current study was to assess the impact of factors such as demographic and academic variables, inclination toward lifelong learning, and learning style on self-esteem among health sciences students.

Methods: In the present study, 209 students of the School of Health of Baqiyatallah University of Medical Sciences (Tehran, Iran) were selected to participate in the study using stratified random sampling. Data collection tools consisted of a demographic and academic information questionnaire, the Rosenberg self-esteem scale (RSES), Kolb’s Learning Style Inventory (KLSI), and the Jefferson Scale of Lifelong Learning. Data were analyzed using independent t-test, one-way ANOVA, Pearson correlation test, and multiple regression analysis in SPSS software.

Results: The mean age of participants was 26.7 ± 8.4 years and most (94%) of them were men. In bivariate analysis, factors such as gender, daily study time, some domains of learning style, as well as constructs of lifelong learning were significantly associated with self-esteem. In multiple regression analysis, variables of gender, daily study time, abstract conceptualization from learning style domains, and beliefs of motivation toward learning (a lifelong learning construct) predicted student’s self-esteem. Approximately 38% of variance in self-esteem was explained using variables included in the regression model.

Conclusion: Considering that variables such as gender, daily study time, some learning style domains, and inclination toward lifelong learning may be associated with self-esteem, to improve students’ self-esteem, in the line with enhancing their academic performance, appropriate planning should be undertaken considering these factors. Moreover, further studies are necessary in this regard to gain more understanding of these factors.

Keywords

Self-esteem Lifelong learning Learning style Determinants

© 2016, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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