INTRODUCTION: Academic achievement is the most important indicator of the success of students in educational activities, but its nature is complex and multifactorial. The purpose of the present study was to determine self-efficacy, self-regulated learning, and motivation as potential factors influencing academic achievement among paramedical students. METHODS: In this correlation study, 400 undergraduate students were selected through a stratified random sampling method. The criterion for academic achievement was the student's grade point average. The data were analyzed using multiple linear regression equation, ANOVA, and independent t-tests. RESULTS: The mean score of the self-efficacy, self-regulated learning, and motivation was 62.18±9.3, 76.31±11.3, and 81.83±8.58, respectively. Self-regulated learning, self-efficacy, and motivation together accounted for 19.6% of the variance in academic achievement (p<0.001). Self-regulated learning had a direct relationship with academic achievement (p<0.001) and was the better predictor of academic achievement (b=0.337). A significant relationship between self-regulated learning and academic achievement was seen in operating room nursing, radiology sciences, anesthesiology (p<0.001), and laboratory sciences (p<0.01) students. CONCLUSIONS: Self-regulated learning was the better predictor of academic achievement. Self-regulated learning seems to encourage students to believe in their abilities and to be more motivated and self-learning in both classroom and practical settings.
INTRODUCTION: Academic achievement is the most important indicator of the success of students in educational activities, but its nature is complex and multifactorial. The purpose of the present study was to determine self-efficacy, self-regulated learning, and motivation as potential factors influencing academic achievement among paramedical students. METHODS: In this correlation study, 400 undergraduate students were selected through a stratified random sampling method. The criterion for academic achievement was the student's grade point average. The data were analyzed using multiple linear regression equation, ANOVA, and independent t-tests. RESULTS: The mean score of the self-efficacy, self-regulated learning, and motivation was 62.18±9.3, 76.31±11.3, and 81.83±8.58, respectively. Self-regulated learning, self-efficacy, and motivation together accounted for 19.6% of the variance in academic achievement (p<0.001). Self-regulated learning had a direct relationship with academic achievement (p<0.001) and was the better predictor of academic achievement (b=0.337). A significant relationship between self-regulated learning and academic achievement was seen in operating room nursing, radiology sciences, anesthesiology (p<0.001), and laboratory sciences (p<0.01) students. CONCLUSIONS: Self-regulated learning was the better predictor of academic achievement. Self-regulated learning seems to encourage students to believe in their abilities and to be more motivated and self-learning in both classroom and practical settings.