Volume 21, Issue 1 (Spring 2026)
jmed 2026, 21(1): 1492-1502 |
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Hamidian M, Mazidi Moradi³ A, Jor A, Salehiniya⁶ H, Asadi Bidmeshki² E, Gazmeh H, et al . Assessment of Academic Engagement and its Relationship with Academic Self-Efficacy among Medical Sciences Students at Zabol University of Medical Sciences in 2025. jmed 2026; 21 (1) :1492-1502
URL: http://jmed.ssu.ac.ir/article-1-1611-en.html
URL: http://jmed.ssu.ac.ir/article-1-1611-en.html
Mohsen Hamidian 
, Afrooz Mazidi Moradi³ , Anis Jor , Hamid Salehiniya⁶ , Elaheh Asadi Bidmeshki² , Hananeh Gazmeh , Mitra Sadrkhani , Masoud Arefnezhad , Zahra ShahabiNia *
, Afrooz Mazidi Moradi³ , Anis Jor , Hamid Salehiniya⁶ , Elaheh Asadi Bidmeshki² , Hananeh Gazmeh , Mitra Sadrkhani , Masoud Arefnezhad , Zahra ShahabiNia *
Birjand University of Medical Sciences, Birjand, Iran. , shahabiniaz@gmail.com
Abstract: (240 Views)
Introduction: Self-efficacy is the belief of individuals in their ability to successfully complete tasks. Academic engagement indicates the level of energy, commitment, and absorption in learning and is considered one of the most important predictors of academic success. Therefore, the present study was conducted with the aim of determining the status of academic engagement and its relationship with academic self-efficacy in students of Zabol University of Medical Sciences, Iran.
Method: Materials and methods: In this descriptive-analytical study, 380 students of Zabol University of Medical Sciences were enrolled in the study in the academic year 2024-2025 using random stratified sampling. Data were collected using the Gonius and Kozo (2015) Academic Engagement Questionnaire and the Owen and Froman Self-efficacy Questionnaire (CASES), whose validity and reliability had been confirmed in previous studies, and were analyzed using independent samples t-test, one-way analysis of variance, and Pearson correlation coefficient.
Results: The mean age of students was 23.16 ± 1.78 years, and the mean scores of engagement and self-efficacy were 3.40 ± 0.72 and 107.88 ± 20.97, respectively. No statistically significant relationship was found between engagement and variables such as gender, marital status, academic level, field of study, or native/non-native status (P > 0.05). A significant positive correlation was observed between academic engagement and self-efficacy (r = 0.840, P < 0.001).
Conclusion: The results showed that the mean scores of academic engagement and self-efficacy among Zabol University of Medical Sciences students were at a desirable level.
Method: Materials and methods: In this descriptive-analytical study, 380 students of Zabol University of Medical Sciences were enrolled in the study in the academic year 2024-2025 using random stratified sampling. Data were collected using the Gonius and Kozo (2015) Academic Engagement Questionnaire and the Owen and Froman Self-efficacy Questionnaire (CASES), whose validity and reliability had been confirmed in previous studies, and were analyzed using independent samples t-test, one-way analysis of variance, and Pearson correlation coefficient.
Results: The mean age of students was 23.16 ± 1.78 years, and the mean scores of engagement and self-efficacy were 3.40 ± 0.72 and 107.88 ± 20.97, respectively. No statistically significant relationship was found between engagement and variables such as gender, marital status, academic level, field of study, or native/non-native status (P > 0.05). A significant positive correlation was observed between academic engagement and self-efficacy (r = 0.840, P < 0.001).
Conclusion: The results showed that the mean scores of academic engagement and self-efficacy among Zabol University of Medical Sciences students were at a desirable level.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/12/24 | Accepted: 2026/04/23 | Published: 2026/06/16
Received: 2025/12/24 | Accepted: 2026/04/23 | Published: 2026/06/16
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