the relationship between selfdirected learning and motive of progress and learning strategies in students of hamedan university of medical sciences

Background: as science is developing, the ability of students in self-directed learning becomes more and more important. the purpose of this study was to determine the relationship between self-directed learning and motive of progress and learning strategies in medical students. methods: this descriptive-correlational study was conducted on 283 undergraduate students in 2016. sample size was determined based on guideline study and correlation coefficient between study variables. data were collected by fischer self-assessment questionnaire, hermann’s motivation for progression, and self-learning strategies through stratified sampling. data were analyzed using spss software and descriptive and analytical statistics were used. results: the average participants’ age was 22.85 3.97. 190 participants were males (67.2%). the mean score of self-directed learning, learning strategies, and developmental motivation was 84.24±7.96, 75.77±11.38, and 75.42±10.40, respectively. there was a direct and significantly positive correlation between self-esteem and developmental motivation (r=0.61) and learning strategies (r=0.60) (p<0.001). by fitting a regression model and considering the learning strategies and the motivation for progress as predictor variables and self-explanatory as a criterion variable (r=70%), r2=50%, beta and alpha coefficients indicate the significance of the relationship between the variables studied. conclusion: significant motivation to progress and learning strategies are considered as two predictor variables in self-directed learning. in this regard, promotion and management of the components affecting self-directed learning such as motivation for progress and learning strategies are highly significant.