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Determinants of Educational Procrastination among Medical Students at Shahid Beheshti University of Medical Sciences | ||
| Journal of Advances in Medical Education & Professionalism | ||
| دوره 13، شماره 1، فروردین 2025، صفحه 67-75 اصل مقاله (641.31 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2024.104251.2047 | ||
| نویسندگان | ||
| SOLEIMAN AHMADY1؛ HOSSEIN KARIMI MOONAGHI2؛ ALI KHERADMAND* 1، 3 | ||
| 1Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
| 2Nursing and Midwifery Care Research Center and Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran | ||
| 3Department of Psychiatry, Taleghani Hospital Research Development Unit, Taleghani Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
| چکیده | ||
| Introduction: Educational procrastination is a pervasive issue among students, influenced by a range of demographic, psychological, and behavioral factors. This study aimed to assess the prevalence and determinants of educational procrastination among medical students at Shahid Beheshti University of Medical Sciences, focusing on the unique challenges posed by remote learning and Internet use. Methods: A quantitative, cross-sectional study was conducted involving 200 medical students who had completed the basic sciences courses. Data were collected using a demographic questionnaire, Solomon and Rothbloom’s academic procrastination questionnaire, and a researcher-made questionnaire assessing the factors contributing to procrastination. Statistical analyses, including t-tests, chi-square tests, and regression analyses, were performed using SPSS version 24. Results: The study found a high prevalence of severe procrastination among medical students. Age, gender, and Internet addiction emerged as significant predictors of procrastination, with younger students, females, and those with higher levels of Internet addiction exhibiting greater procrastination tendencies. Other factors, including educational status, second job, work experience, marital status, living arrangements, socioeconomic status, GPA, psychological issues, self-confidence, stress during tests, and motivation, did not significantly predict procrastination. These findings underscore the complexity of academic procrastination and its multifaceted determinants. Conclusion: Interventions to reduce procrastination should consider key demographic and psychological factors, especially focusing on younger students, females, and those with high levels of Internet addiction. Further research is required to explore causal relationships and develop targeted strategies for addressing procrastination in medical education. | ||
تازه های تحقیق | ||
| کلیدواژه‌ها | ||
| Academic؛ Procrastination؛ Medical students؛ Internet addiction | ||
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