Volume 12, Issue 4 (3-2026)
J Jiroft Univ Med Sci 2026, 12(4): 2075-2084 |
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Saber M, Movahed E, Alizadeh S. Relationship between Academic Motivation and Bloom’s Cognitive Stages among Public Health and School Health Students at Kerman University of Medical Sciences: A Cross-Sectional Study. J Jiroft Univ Med Sci 2026; 12 (4) :2075-2084
URL: http://journal.jmu.ac.ir/article-1-895-en.html
URL: http://journal.jmu.ac.ir/article-1-895-en.html
1- Assistant Professor of Health Education and Health Promotion, Department of Health Education and Health Promotion, School of Public Health, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
2- Associate Professor of Health Education and Health Promotion, Department of Public Health, School of Public Health, Jiroft University of Medical Sciences, Jiroft, Iran , Associate Professor of Health Education and Health Promotion, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
3- Assistant Professor of Health Education and Health Promotion, Department of Health Education and Health Promotion, School of Public Health, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran ,s_alizade@kmu.ac.ir
2- Associate Professor of Health Education and Health Promotion, Department of Public Health, School of Public Health, Jiroft University of Medical Sciences, Jiroft, Iran , Associate Professor of Health Education and Health Promotion, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
3- Assistant Professor of Health Education and Health Promotion, Department of Health Education and Health Promotion, School of Public Health, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran ,
Abstract: (6 Views)
| Introduction: Academic motivation is a key determinant of learning and academic achievement, with the potential to influence the attainment of educational objectives across various levels of Bloom’s cognitive domain. Despite its significance, limited evidence exists regarding the association between academic motivation and Bloom’s cognitive stages among medical sciences students. This study was conducted with the aim of determining the status of academic motivation and its relationship with Bloom's cognitive stages among public health and school health students at Kerman University of Medical Sciences. Methods: This descriptive-analytical cross-sectional study was conducted in 2025 on 62 undergraduate students majoring in public health and school health. Participants were selected through multi-stage random sampling. Data were collected using the standardized McInerney Academic Motivation Questionnaire and a researcher-developed questionnaire based on Bloom’s cognitive domain. Data analysis was performed using SPSS version 27, employing appropriate statistical tests. Results: The mean academic motivation score of students was at a favorable level. A significant positive correlation was observed between academic motivation and all levels of Bloom’s cognitive domain (p<0.001). No statistically significant relationship was found between academic motivation and variables such as age, gender, or academic semester (p>0.05). Conclusion: Academic motivation is significantly and positively associated with various levels of Bloom’s cognitive domain. Implementing educational strategies aligned with Bloom’s cognitive taxonomy may effectively enhance both learning outcomes and academic motivation among students. Further longitudinal and interventional studies across other medical sciences disciplines are recommended to corroborate these findings. |
Type of Study: Research |
Subject:
Health Sciences / Public Health
Received: 2025/12/12 | Accepted: 2026/02/2 | Published: 2026/03/1
Received: 2025/12/12 | Accepted: 2026/02/2 | Published: 2026/03/1
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