BMC medical education · 2025
The impact of social well-being on students' academic motivation and academic achievement: a case study from Iran.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Rahimi Hamed, Etedali Hooman, Latifhadad Mohammad
Аннотация
BACKGROUND: Students' social well-being can significantly enhance their performance in various areas, including academic motivation and achievement. Therefore, this study was designed and conducted to investigate social well-being, academic motivation, and academic achievement among students at Dezful University of Medical Sciences (DUMS).
METHODS: The present research was a correlational, descriptive-analytic study conducted as a cross-sectional design. The research sample consisted of 261 students from DUMS. Data were collected using a demographic questionnaire, Keyes' Social Well-being Scale (SWBS), and Vallerand's Academic Motivation Scale (AMS). Data were analyzed at the 0.05 significance level using SPSS version 26.
RESULTS: According to the results, the average scores of students' academic achievement, academic motivation, and social well-being were 17.12 ± 1.23, 127.16 ± 25.33, and 76.61 ± 11.35, respectively. Social well-being had a significant positive correlation with academic motivation (r = 0.234), but no significant correlation was found between social well-being and academic achievement (r = 0.077). Additionally, no significant correlation was observed between students' academic motivation and achievement (r = 0.084). Results also revealed that social well-being is associated with 28.5% and 1.11% of the variance in academic motivation (ADJ.R2 = 0.285) and achievement (ADJ.R2 = 0.111), respectively.
CONCLUSION: Social well-being, particularly the components of participation, solidarity, and social acceptance, is a relevant factor in students' academic motivation. Thus, considering the moderate levels of social well-being and academic motivation among students, the officials of DUMS, through proper and principled planning in providing students' social well-being, can contribute to enhancing students' academic motivation, which may ultimately lead to educational achievement.
METHODS: The present research was a correlational, descriptive-analytic study conducted as a cross-sectional design. The research sample consisted of 261 students from DUMS. Data were collected using a demographic questionnaire, Keyes' Social Well-being Scale (SWBS), and Vallerand's Academic Motivation Scale (AMS). Data were analyzed at the 0.05 significance level using SPSS version 26.
RESULTS: According to the results, the average scores of students' academic achievement, academic motivation, and social well-being were 17.12 ± 1.23, 127.16 ± 25.33, and 76.61 ± 11.35, respectively. Social well-being had a significant positive correlation with academic motivation (r = 0.234), but no significant correlation was found between social well-being and academic achievement (r = 0.077). Additionally, no significant correlation was observed between students' academic motivation and achievement (r = 0.084). Results also revealed that social well-being is associated with 28.5% and 1.11% of the variance in academic motivation (ADJ.R2 = 0.285) and achievement (ADJ.R2 = 0.111), respectively.
CONCLUSION: Social well-being, particularly the components of participation, solidarity, and social acceptance, is a relevant factor in students' academic motivation. Thus, considering the moderate levels of social well-being and academic motivation among students, the officials of DUMS, through proper and principled planning in providing students' social well-being, can contribute to enhancing students' academic motivation, which may ultimately lead to educational achievement.