the relationship between academic learning effectiveness and the desire for lifelong learning in dental students

Background: rapid global changes in various fields have made the need for lifelong learning of students an important issue. efficient models have been developed to predict learning effectiveness and three categories of academic factors, social/environmental and personality factors have been recognized. this study was designed to identify these factors and their relationship with students' desire for lifelong learning.objectives: identify factors of learning effectiveness and measuring their relationship with students' desire for lifelong learning can provides a foundation for adjusting them to improve the learning experience.methods: this cross sectional descriptive-analytical research was done on the students of the kerman school of dentistry in 2024-2025. the tools used in this research were the college learning effectiveness inventory (clei) questionnaire and a researcher made questionnaire for lifelong learning. descriptive statistics were used to describe quantitative data, pearson's correlation test was used for data analysis using spss 27 software.results: the results showed that by increasing the effectiveness of university learning, the desire for lifelong learning among the students increases (p<0.001, r= 0.596). this relationship was increasing and at an average level in all surveys related to gender, academic year, university admission condition, marital status and place of residence. there is no significant relationship between self-regulation ability and stress and anxiety, as well as between self-regulation and emotional satisfaction with education and professors (p>0.05). the relationship between the rests of the investigated components is significant and incremental. the strongest relationship was related to academic self-efficacy and self-management (p<0.001, r=0.655).conclusion: increasing the effectiveness of students' learning can increase students' desire for lifelong learning by considering the social and individual dimensions of students, and this issue should be considered by policymakers and educational planners.