Learning Approaches in medical students: The Role Classroom Goal Structure and Intelligence Beliefs

Abstract

Learning approaches that are one of the key concepts of students' learning in higher education . The aim of this study was to identify factors related to learning approaches in students of Sabzevar University of Medical Sciences. The method of the present study is descriptive-correlational. The statistical population of this study included all medical students in Sabzevar; Cluster sampling and then Simple Random Sampling was used for sampling, the sample size according to Cochran's formula was 300 people. The questionnaires that were considered to collect information from the sample group were: Babaei Intelligence Beliefs Questionnaire (1998), Learning Approaches Questionnaire Miller et al. (1999), and classroom goal structure questionnaire by Migli et al. (1997). Pearson correlation coefficient and multivariate regression analysis using SPSS-22 software were used for statistical analysis of data. The results showed that the goal and class structure and Intelligence beliefs are related to Learning Approaches in Sabzevar medical students and among the components, the best predictor of Learning Approaches is the master class goal structure. If teachers shift the structure of their classrooms to a mastery structure, they will create more adaptable Learning Approaches in students.