Journal of Dental Medicine

Background and Aims: The purpose of the present study was to investigate the relationship between study skills and academic performance of dental students in Tehran University of Medical Sciences.

Materials and Methods: 195 dental students at dental faculty of Tehran University of Medical Sciences in 2013 participated in this descriptive-analytical study. Data were collected using Congos´ Study Skills Inventory including six subscales. Grade Point Average (GPA) indicated their academic performance. Data were analyzed using ANOVA and Tukey test.

Results: The mean score of students’ study skills were 108 out of 200 with standard deviation of 22.06±0.7. Note taking had a significant correlation with GPA (P=0.015).

Conclusion: Since no significant correlation between study skills and academic performance of the students was observed, it seems that there are other dynamics involved in their academic performance which have to be examined.

Background and Aims: Despite their ascribed intellectual ability and achieved academic pursuits, the dental student’s academic achievement is influenced by learning motivation. This study in an Endeavour aimed to examine the learning motivation factors of dental students of Rafsanjan University of Medical Sciences.
Materials and Methods: In this descriptive-cross sectional study, 120 dental students completed the questionnaire which comprised of 33 questions regarding intrinsic and exogenic motivational factors. Demographic factors (gender, marital and native status, employment year of study) were examined. Data were analyzed by SPSS17 software. Descriptive and analytical statistical methods (t-test, Pearson correlation and ANOVA statistical tests) were used.
Results: The mean of the achieved scores in the domains of learning motivation was 2.98±0.32 out of 5,which was considered as moderate level. Comparing the means of the intrinsic (3.16±0.48) and exogenic
(2.82±0.44) domains showed significant differences (P<0.05). Correlation between the intrinsic motivation domain and elements of exogenic motivation domain with academic achievement were not significant (P=0.62). Total score of Intrinsic and exogenic motivation is higher in male and non-native students.
Conclusion: Educational motivation of Rafsanjan dental students was moderate. In learning, intrinsic motivational factor was more than exogenic factors in male students.