The Relationship between Quality of Learning Experience and self-regulation with Academic Motivation in Students of Qom University of Medical Sciences

  Introduction: Motivation is one of the fundamental factors in learning that can affect variousaspects of student behavior in educational environments. The purpose of this study was to determine the relationship between quality of learning experience and self-regulation with academic motivation in students of Qom University of Medical Sciences. Methods: This descriptive-correlational and cross-sectional study was conducted in 2017 on a sample of 261 students at Qom University of Medical Sciences. The subjects were selected from six faculties through gender-proportionate stratified random sampling. Data were collected through Neuman`s ­quality of learning experience standard questionnaire, Hong and O’Neil self-regulation questionnaire, and Vallerand`s academic motivation questionnaire­. The data were analyzed using Pearson correlation coefficient, independent t-test, and stepwise multiple regression. Results: The total score of quality of learning experience and its subscales resources, content, and flexibility had a significant positive relationship with academic motivation. Also, the total score of self-regulation and its subscales had a significant positive relationship with academic motivation. The results of multiple regression analysis revealed that quality of learning experience and self- regulation would positively and significantly predict academic motivation and could explain around 12.1% of the academic motivation variance. Conclusion: The results suggest that universities should focus on improving the quality of student learning experiences. Curriculum planners and educators are also recommended to design and employ appropriate teaching methods to enhance learners’ motivation and self-regulation skills.