The Relationship of Self-esteem and Studying Approaches with Academic Achievement of University Students

AUTHORS

Abdolhussein shakurnia 1 , * , Houshang Alijani 2 , Shahnaz Najjar 3 , Hussein Elhampour 4

AUTHORS INFORMATION

1 M.Sc. in Immunology, Lecturer, Department of Immunology, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, Iran

2 M.Sc. in Nursing, Lecturer, Department of of Nursing and Midwifery, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, Iran

3 M.Sc. in Midwifery, Instructor, Department of of Nursing and Midwifery, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, Iran

4 M.Sc. in Educational Sciences, Lecturer, Department of Educational Sciences, School of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran, Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (2); e59144
Published Online: June 28, 2015
Article Type: Research Article
Received: July 30, 2017
Accepted: September 27, 2014

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Abstract

Background & Objective: Identification of the role of factors such as self-esteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output. This study was performed to determine the relationship of academic achievement with self-esteem and approaches to studying among university students.

Methods: This descriptive correlational study was conducted on 147 nursing and midwifery students of Ahvaz Jundishapur University of Medical Sciences, Iran, in 2012. The mean of grade point average (GPA) during the past semester was considered as the index for academic achievement. Data collection was performed using the approaches and study skills inventory for students (ASSIST) and the Rosenberg self-esteem scale (RSES). Data were analyzed using independent sample t-test, and the Pearson correlation coefficient and the SPSS statistical software.

Results: The mean self-esteem score of university students was 37.45 (from a maximum of 50) and its correlation with academic achievement was 0.166 (P = 0.046). The mean score of the surface approach to studying was 53.40 (from a maximum of 80) and its correlation with academic achievement was -0.432 (P = 0.001). The mean score of the deep approach to studying was 53.40 (from a maximum of 80) and its correlation with academic achievement was -0.432 (P = 0.592).

Conclusion: Studying approaches and self-esteem can have an important role in the academic achievement of university students. Thus, it may be possible to promote the academic achievement of students by improving their self-esteem and guiding them to use appropriate approaches to studying.

Keywords

Self-esteem Studying approaches Academic achievement Nursing and midwifery students

© 2015, Strides in Development of Medical Education. 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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