The Correlation between Academic Satisfaction and Academic Motivation During the Covid-19 Pandemic in Rehabilitation Students

Document Type : Original Article

Authors

1 Musculoskeletal Rehabilitation Research Center Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Department of Biostatistics, School of Public Health, IRAN University of Medical Sciences, Tehran, Iran

Abstract

Background: The outbreak of Covid-19 virus has affected many issues, including the students’ education. Distancing from face-to-face educational environment, the disruption of leisure and social activities, and the separation from friends are some of the quarantine consequences, which can affect issues such as students’ academic satisfaction and motivation. Therefore, this study aimed was to examine the level of academic satisfaction and motivation during Covid-19 quarantine among rehabilitation students of Ahwaz University of Medical Sciences.
Methods: This cross-sectional analytical study was performed on 180 Ahvaz Jundishapur University of Medical Sciences rehabilitation students with a convenient sampling method from 2020 August to July 2021. To evaluate the level of academic motivation, the Persian version of Harter’s academic motivation questionnaire was electronically used, and to assess the level of academic satisfaction, the questionnaire by Shakornia et al. (2014) was electronically used. To investigate the association between academic motivation and academic satisfaction, the chi-square independence test (or Fisher’s exact test in case of the sparsity of contingency table) was used. Data analysis was performed using SPSS 22 software at a significant level of 0.05.
Results: The results showed that there is a significant correlation between academic satisfaction and intrinsic motivation (P=0.047), but there is no significant correlation between the academic satisfaction and extrinsic motivation (P=0.165) and academic satisfaction score and overall academic motivation (P=0.752). The correlation between academic satisfaction and field of study is significant (P=0.004).
Conclusion: This study showed that despite the prevalence of Covid-19 and changes in educational methods during this period, the rate of academic motivation and academic satisfaction is almost high in most rehabilitation students of Ahvaz Jundishapur University of Medical Sciences. To investigate the strengths and weaknesses of education and the factors affecting the use of online education, students’ learning, and their academic motivation and satisfaction, it is recommended to examine the level of students’ academic motivation and satisfaction in different universities during the Covid-19 pandemic

Keywords

References

Agarwal S, Sabadia S, Abou-Fayssal N, Kurzweil A, Balcer LJ, Galetta SL. Training in neurology: flexibility and adaptability of a neurology training program at the epicenter of COVID-19. Neurology. 2020;94(24):e2608-e14. doi:10.1212/WNL.0000000000009675.
Telli SG, Altun D. Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi. 2020;3(1):25-34. doi: 10.32329/ uad.711110.
Munir N, Ahmad N, Hussain S, Ghani U. Relationship of learning styles and academic performance of secondary school students. Rawal Medical Journal.2018;43(3):421-4.
Stricker D, Weibel D, Wissmath B. Efficient learning using a virtual learning environment in a university class. Computers & education. 2011;56(2):495- 504. doi: 10.1016/j.compedu.2010.09.012.
Pashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: Concepts and evidence. Psychological science in the public interest. 2008;9(3):105-19. doi: 10.1111/j.1539-6053.2009.01038.x. PubMed Central PMCID: PMC26162104.
Ross DA. Creating a “quarantine curriculum” to enhance teaching and learning during the COVID-19 pandemic. Academic Medicine. 2020. doi: 10.1097/ ACM.0000000000003424. PubMed Central PMCID: PMCPMC7179056.
Sam AH, Millar KR, Lupton MG. Digital clinical placement for medical students in response to COVID-19. Academic Medicine. 2020. doi: 10.1097/ ACM.0000000000003431. PubMed Central PMCID: PMCPMC7179062.
Paliadelis P, Wood P. Learning from clinical placement experience: Analysing nursing students’ final reflections in a digital storytelling activity. Nurse Education in Practice. 2016;20:39-44. doi: 10.1016/j.nepr.2016.06.005.
Payne A, Stephenson JE, Morris W, Tempest HG, Mileham A, Griffin DK. The use of an e-learning constructivist solution in workplace learning. International Journal of Industrial Ergonomics. 2009;39(3):548-53. doi: 10.1016/j. ergon.2008.10.019.
Khan BH. Web‐based instruction (wbi): an introduction. Educational media international. 1998;35(2):63-71. doi: 10.1080/0952398980350202. 
Wallace S, Clark M, White J. ‘It’s on my iPhone’: attitudes to the use of mobile computing devices in medical education, a mixed-methods study. BMJ open. 2012;2(4):e001099. doi: 10.1136/ bmjopen-2012-001099.
Ali Dehghani, Rasool Baharlou, Soheila Keshavarzi, Sore Khaki, AmirHosein Rezazadeh Mostaghimi, Forogh Farokhabadi, et al. Investigation the academic dissatisfaction causes of nursing and paramedics students from their field in Jahrom University of Medical Sciences in 2013. Education and Ethics in Nursing. 2016;5(2):48-54. doi: 10.52547/ ethicnurs.5.2.7.
Eom SB, Wen HJ, Ashill N. The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education. 2006;4(2):215- 35. doi: 10.1111/j.1540-4609.2006.00114.x.
Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research. 2020;7(3):285-92.
Eom SB, Ashill N. The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education. 2016;14(2):185-215. doi: 10.1111/dsji.12097.
Sharadgah TA, Sa’di RA. Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience. E-Learning and Digital Media. 2021:20427530211038834. doi: 10.1177/20427530211038834.
Bahrani M. The study of validity and reliability of Harter’s Scale of Educational Motivation. Journal of Psychological Studies. 2009;5(1):51-72. doi: 10.22051/ PSY.2009.1591.
Shakurnia A, Alijani H, Najjar S, Elhampour H. Correlation between educational satisfaction and approaches to study and academic performance; a study of nursing and midwifery students. 2014.
Roohi G, Asayesh H. STUDENTS’ACADEMIC MOTIVATION IN GOLESTAN UNIVERSITY OF MEDICAL SCIENCES. 2012. 
BAKHSHANDEH BM, Hakim A, Azimi N, Latifi S, Ghalvandi H. Nursing students viewpoints about educational motivation and its related factors in Ahvaz Jundishapur University of Medical Sciences. 2015. doi: 10.18869/acadpub.rme.7.1.35.
Alqurashi E. Predicting student satisfaction and perceived learning within online learning environments. Distance Education. 2019;40(1):133-48. doi: 10.1080/01587919.2018.1553562.
Ku H-Y, Tseng HW, Akarasriworn C. Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in human Behavior. 2013;29(3):922-9. doi: 10.1016/j.chb.2012.12.019.
Dziuban C, Moskal P, Thompson J, Kramer L, DeCantis G, Hermsdorfer A. Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning. 2015;19(2):n2.
Cole MT, Shelley DJ, Swartz LB. Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning. 2014;15(6). doi: 10.19173/irrodl.v15i6.1748.
Palmer SR, Holt DM. Examining student satisfaction with wholly online learning. Journal of computer assisted learning. 2009;25(2):101-13. doi: 10.1111/j.1365-2729.2008.00294.x.
Kosgeroglu N, Acat MB, Ayranci U, Ozabaci N, Erkal S. An investigation on nursing, midwifery and health care students’ learning motivation in Turkey. Nurse education in practice. 2009;9(5):331- 9. doi: 10.1016/j.nepr.2008.07.003. 
Asadzadeh F. A survey of the motivation of nursing students toward their field of study selection. 2012.
Bengtsson M, Ohlsson B. The nursing and medical students motivation to attain knowledge. Nurse Education Today. 2010;30(2):150-6. doi: 10.1016/j. nedt.2009.07.005.
KH R, AR Fadaee N. Evaluation of the factors responsible for the reduction of educational motive of students in Ardebil university of medical sciences. 2007.
Ravanipour M, Ranjbar Vakilabadi D, Ravanipour M. Factors affecting educational motivation from the viewpoint of environmental health engineering students: a content analysis. The Journal of Medical Education and Development. 2019;13(4):316-31. doi: 10.18502/jmed. v13i4.525.
Brewer EW, Burgess DN. Professor’s role in motivating students to attend class. Journal of STEM Teacher Education. 2005;42(3):3.
Abdollahzadeh F, Lotfi M, Mirza Aghazadeh A, Etebari Asl Z. Attitude of Operating Room Students towards their Field of Study. Iran Journal of Nursing. 2014;27(90):65-72. doi: 10.29252/ ijn.27.90.91.65.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 13, Issue 3 - Serial Number 50
September 2022
Pages 165-172

Files

Share

How to cite

Statistics