Volume 35, Issue 246 (7-2025)
J Mazandaran Univ Med Sci 2025, 35(246): 128-138 |
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Asghari A, Ghahrani N, Sadeghimahalli F, Siahposht Khachaki A. Investigating the Relationship Between Academic Engagement and Academic Achievement Among Basic Medical Students at Mazandaran University of Medical Sciences in 2023. J Mazandaran Univ Med Sci 2025; 35 (246) :128-138
URL: http://jmums.mazums.ac.ir/article-1-21607-en.html
URL: http://jmums.mazums.ac.ir/article-1-21607-en.html
Abstract: (68 Views)
Background and purpose: Academic engagement is known as one of the key factors predicting academic.This study aimed to investigate the relationship between academic engagement and academic achievement among medical students at Mazandaran University of Medical Sciences, with the goal of clarifying the role of these variables in enhancing academic performance.
Materials and methods: This descriptive-correlational study was conducted in 2023 on 170 students enrolled in basic science programs at Mazandaran University of Medical Sciences. The data collection tool included a standardized questionnaire measuring academic engagement, along with data related to academic achievement. Students were assessed based on their academic success scores and academic engagement across various dimensions. The data were entered into SPSS version 20 and analyzed using appropriate statistical methods.
Results: The results showed that 36% of the participants were male and 64% were female. The average academic achievement score was 116.87, indicating a high level of academic performance (above average). The average academic engagement score was 75.88, which was also in the high range compared to the average of 68. The factor dimension of academic engagement had the highest score. Academic achievement demonstrated a weak, positive, direct relationship with the cognitive and behavioral dimensions of academic engagement. There was no significant difference between male and female students in terms of academic engagement scores or academic achievement.
Conclusion: The results of this study showed that the cognitive and behavioral dimensions of academic engagement play an effective role in academic achievement and can be considered key factors in improving student performance. The lack of significant differences in scores between male and female students indicates a similar influence of environmental, educational, and individual factors across genders. Given the importance of this topic, it is recommended that future studies use larger sample sizes and examine additional cultural and social factors.
Materials and methods: This descriptive-correlational study was conducted in 2023 on 170 students enrolled in basic science programs at Mazandaran University of Medical Sciences. The data collection tool included a standardized questionnaire measuring academic engagement, along with data related to academic achievement. Students were assessed based on their academic success scores and academic engagement across various dimensions. The data were entered into SPSS version 20 and analyzed using appropriate statistical methods.
Results: The results showed that 36% of the participants were male and 64% were female. The average academic achievement score was 116.87, indicating a high level of academic performance (above average). The average academic engagement score was 75.88, which was also in the high range compared to the average of 68. The factor dimension of academic engagement had the highest score. Academic achievement demonstrated a weak, positive, direct relationship with the cognitive and behavioral dimensions of academic engagement. There was no significant difference between male and female students in terms of academic engagement scores or academic achievement.
Conclusion: The results of this study showed that the cognitive and behavioral dimensions of academic engagement play an effective role in academic achievement and can be considered key factors in improving student performance. The lack of significant differences in scores between male and female students indicates a similar influence of environmental, educational, and individual factors across genders. Given the importance of this topic, it is recommended that future studies use larger sample sizes and examine additional cultural and social factors.
Type of Study: Research(Original) |
Subject:
medical education
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