Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study

Mahsa Maghalian; Reza Ghafari; Shirin Osouli Tabrizi; Neda Nikkhesal; Mojgan Mirghafourvand

doi:10.30476/JAMP.2022.96841.1725

Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study

J Adv Med Educ Prof. 2023 Jul;11(3):155-163. doi: 10.30476/JAMP.2022.96841.1725.

Authors

Mahsa Maghalian¹, Reza Ghafari², Shirin Osouli Tabrizi³, Neda Nikkhesal⁴, Mojgan Mirghafourvand⁵

Affiliations

¹ Department of Midwifery, Students Research Committee, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
² Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran.
³ Department of Midwifery, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
⁴ Department of Midwifery, Bonab Branch, Islamic Azad University, Bonab, Iran.
⁵ Social Determinants of Health Research Center, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.

Abstract

Introduction: Considering that academic success is one of the most important topics for medical sciences schools and faculty members, this study was conducted to determine the predictors of academic success in students of Tabriz University of Medical Sciences.

Methods: This cross-sectional study was performed on 542 students of the Tabriz University of Medical Sciences in Iran. The sampling method was stratified at random. The socio-demographic characteristics questionnaire, Multiple Intelligences Profiling Questionnaire (MIPQ), College Academic Self-Efficacy Scale (CASES), Personal Resource Questionnaire (PRQ-85-PART2), and the General Health Questionnaire (GHQ-28) were used to collect data. Data analysis was performed using the SPSS 16 software. The General Linear Model (GLM) was used to determine the predictors of academic success.

Results: According to the Pearson correlation test, there was a significant positive correlation between academic grade point average (GPA) and social support (r=0.10, P=0.048), academic self-efficacy (r=0.36, P<0.001) and there was a significant negative relationship between GPA and total mental health score (r=-0.14; P=0.003) and its subdomains including anxiety (r=-0.10, P= 0.027), depression (r = -0.15, P = 0.002), and social dysfunction (r=-0.12; P=0.010). According to GLM, the variables of academic self-efficacy, and level of education were among the predictors of academic success, so the GPA increased significantly with academic self-efficacy (β:0.02, P<0.001). The GPA was greater in bachelor's students than in professional doctorate students (β:0.76, P<0.001). The signiﬁcance level was considered at P<0.05.

Conclusion: Due to the significant relationship between academic self-efficacy, and educational level with academic success, the promotion of self-efficacy is necessary for all students of all educational levels.

Keywords: Academic success; Intelligence; Mental health; Self-efficacy; Social support.