The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences


avatar Shahin Tohidi 1 , 2 , avatar Farkhondeh Jamshidi 3 , avatar Hassan Ahmadinia 4 , avatar Maryan Shahdoust 5 , avatar Hossein Karimi Moonaghi 6 , *

1 Education Development Center, Hamadan University of Medical Sciences, Hamadan, Iran

2 Department of Medical Surgical Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran

3 Department of Occupational Therapy, School of Rehabilitation, Zanjan University of Medical Sciences, Zanjan, Iran

4 Department of Epidemiology and Biostatistics, Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

5 Department Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran

6 Nursing and Midwifery Care Research Center, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

How to Cite: Tohidi S, Jamshidi F, Ahmadinia H, Shahdoust M, Karimi Moonaghi H. The Relationship between Self-Directed Learning and Motive of Progress and Learning Strategies in Students of Hamedan University of Medical Sciences. J Med Edu. 2019;18(1):e105660. doi: 10.22037/jme.v18i1.23813.


Journal of Medical Education: 18 (1); e105660
Published Online: June 23, 2019
Article Type: Research Article
Received: December 25, 2018
Accepted: March 19, 2019


Background: As science is developing, the ability of students in self-directed learning becomes more and more important. The purpose of this study was to determine the relationship between self-directed learning and motive of progress and learning strategies in medical students.Methods: This descriptive-correlational study was conducted on 283 undergraduate students in 2016. Sample size was determined based on guideline study and correlation coefficient between study variables. Data were collected by Fischer self-assessment questionnaire, Hermann’s motivation for progression, and self-learning strategies through stratified sampling. Data were analyzed using SPSS software and descriptive and analytical statistics were used.Results: The average participants’ age was 22.85 3.97. 190 participants were males (67.2%). The mean score of self-directed learning, learning strategies, and developmental motivation was 84.24±7.96, 75.77±11.38, and 75.42±10.40, respectively. There was a direct and significantly positive correlation between self-esteem and developmental motivation (r=0.61) and learning strategies (r=0.60) (P<0.001).By fitting a regression model and considering the learning strategies and the motivation for progress as predictor variables and self-explanatory as a criterion variable (R=70%), R2=50%, beta and alpha coefficients indicate the significance of the relationship between the variables studied.Conclusion: Significant motivation to progress and learning strategies are considered as two predictor variables in self-directed learning. In this regard, promotion and management of the components affecting self-directed learning such as motivation for progress and learning strategies are highly significant.


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