بررسی ارتباط نگرش به یادگیری الکترونیک و خود تنظیمی در پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی بابل

Introduction: Academic achievement is one of the indicators to which the capability of students to complete their program can be judged. To anticipate students’ academic achievement, one can use their attitude toward e-learning and self-regulation. This study aims to investigate the effect of e-learning related attitude as well as self-regulation on  academic achievement of students enrolled at Babel University of Medical Sciences.  studying at.  Method: This cross sectional study investigated  321 out of 3,400 students enrolled at  Babol University of Medical Sciences using random stratified sampling method in year 2016-2017 ASK AUTHORS. To collect data, Valtonen  E-learning questionnaires and Barnard self-regulation questionnaire were used. To analyze data, Smart-PLS and SPSS were employed. Results: E-learning related attitude had a significant impact on self-regulation and academic achievements. Result also indicated that self-regulation had a significant impact on academic achievement. Concerning study variables according to the year of entry, there was a significant difference between students in attitudes and self-regulation. Students in year four and higher received higher scores than other students. There was a significant difference between students’ attitude and self-regulation in terms of admission year, that is, the scores of senior students were higher than those of other students.  Conclusion: Attitude to e-learning and self-regulation had a significant impact on the academic achievement. Students' positive attitudes to e-learning will help them to apply more self-regulation techniques during learning.