Health sciences students’ perception of the educational environment and its role in predicting academic buoyancy

Abstract Introduction: Students’ perceptions of their educational environment play a very crucial role in the learning process, academic buoyancy and performance. This study aimed to investigate health sciences students’ perceptions of the educational environment and evaluate the predictability of academic buoyancy through their perceptions of the educational environment. Methods: This research was a descriptive -correlational study. The statistical population consisted of all health students who were studying in Ilam, Arak, Birjand, Semnan and Hamadan Universities of Medical Sciences in the academic year 2018-19. A total number of 475 students were selected through multi-stage cluster sampling and the data of 400 participants were analyzed (response rate = 84.2%). Data were gathered using a Dundee Ready Educational Environment Measure (DREEM) and academic buoyancy questionnaires. Independent samples t-test, one –way ANOVA, simple and multiple regressions were employed for data analysis. Results: The mean overall DREEM score was 114.1±22.92 (maximum, 200). The result showed that students’ perceptions of the educational environment would predict 9% of the variance of their academic buoyancy (R=0.304, R2=0.092, Adjusted R2=0.09, F=40.507, p<0.01). Also, regression coefficients showed that the components of students chr('39')perceptions of the educational environment, except the component of studentschr('39') perceptions of teachers, had a significant role in predicting academic buoyancy. Conclusion: Health studentschr('39') perceptions of their educational environment were at a moderate level, shows that the educational environment was found to be more positive than negative. Nevertheless, addressing accurate assessments, identifying strengths and weaknesses, and conducting educational interventions are essential to enhance studentschr('39') perceptions of the educational environment and, consequently, improve academic buoyancy.