The Relationship between Psychological Hardiness and Academic Enthusiasm and Vitality in Students of Arak University of Medical Sciences

Background: Psychological hardiness as a protective factor plays an essential role in how students face academic challenges. Paying attention to academic enthusiasm and vitality due to their strong impact on various aspects of students' academic life is of great importance. Objectives: The aim of this study was to investigate the relationship between psychological hardiness and academic enthusiasm and vitality in students of Arak University of Medical Sciences. Methods: This descriptive-correlational study was conducted in 2017-2018 on 341 students of Arak University of Medical Sciences selected by stratified random sampling based on gender. Data were collected using the Ahvaz Hardiness Inventory (AHI), Academic Enthusiasm Inventory developed by Fredricks et al., and Academic Vitality Scale. Data were analyzed using SPSS software. Results: There was a negative and significant relationship between psychological hardiness and academic enthusiasm (r=-0.17, P=0.002) and vitality (r=-0.38, P=0.001). Also, a positive and significant relationship was observed between academic enthusiasm and academic vitality (r=0.15, P=0.008). There was a significant difference between the mean scores of academic vitality of male and female students. Conclusion: In order to increase the quality of academic life of medical students, it is essential to teach the components of psychological hardiness, academic enthusiasm, and academic vitality to students. Keywords: Psychological Hardiness, Academic Enthusiasm, Academic Vitalit

The Relationship between Students’ Satisfaction with Major, Mental Health and Academic Achievement in Arak University of Medical Sciences

Introduction: Attention to students’ major satisfaction and mental health is important in promoting their learning and academic achievement. This study aims to investigate the relationship between satisfaction with major, mental health and academic achievement among students in Arak University of Medical Sciences in 2012. Methods: In this descriptive-correlation study, relationship between satisfaction with major and mental health and academic achievement of 403 students in Arak University of Medical Sciences was assessed. Students were selected through stratified random sampling method from schools of Paramedics, Nursing and Medicine. Data were collected through the standard general health questionnaire (GHQ28) and a researcher-made questionnaire on major satisfaction. Data were analyzed using independent T-test and Spearman test. Results: Students’ mean score of satisfaction with their major was 61.16 ± 12.38 (out of 90) which was interpreted as about average. Their general health score was 26.36± 10.65 that showed a mild psychological distress. There was no significant relationship between major satisfaction and mental health and academic improvement (p=.22, r=-.061) but there was a significant negative relationship between academic achievement with satisfaction (p=0.024, r=-0.113) and mental health (p=0.001, r=-0.166). Conclusion: It is important that special attention be paid to the role of supervisors, student counseling centers, students’ academic achievement monitoring, identification and provision of the services needed for students at risk, and participation of their families