Using Basic Constructs of Social Cognitive Theory in Predicting Students Academic Achievement in Bushehr University of Medical Sciences Iran

Background & Objective: One of the most important criteria for efficiency of an educational system is learners academic achievement Discovery and study of factors affecting this item can be helpful in improvement of educational system The aim of this study was to identify the factors affect students achievement based on the social cognitive theory constructs   Methods: In this crosssectional study using a systematic random sampling method ۴۲۸ students of Bushehr University Medical Sciences were enrolled in ۲۰۱۲۱۳ To determine academic achievement the differences between the mean scores gathered by students in the theory courses (nongeneral courses) through the last two semesters were used Data were collected using a demographic questionnaire and standard questionnaires for academic selfefficacy academic stress multidimensional social support and students outcome expectancy   Results: Selfefficacy (Exp (B) = ۱۰۲ P = ۰۰۰۴) academic stress (Exp (B) = ۰۹۱۹ P = ۰۰۳۲) and school (P < ۰۰۰۱) were direct predictors on academic achievement and social support stress and place of obtaining diploma had indirect effect (through selfefficacy) on it In girls academic selfefficacy academic stress and school and in boys academic selfefficacy and school were predictors of academic achievement   Conclusion: According to the influence of selfefficacy and stress in academic achievement designing appropriate interventions and strategies to increase academic selfefficacy and stress management can improve students academic achievement especially in medical students

کلیدواژه ها:

Social cognitive theory ، Academic achievement ، Academic stress ، Social support ، Academic self efficacy