HOW DO MEDICAL STUDENTS' CHRONOBIOLOGICAL TENDENCIES AND STUDY APPROACHES AFFECT ACADEMIC PERFORMANCE?

Basit Öğe Kaydı
dc.authoridGönüllü, İpek/0000-0001-6333-6087
dc.authoridGamsızkan, Zerrin/0000-0001-8677-4004
dc.contributor.authorGamsızkan, Zerrin
dc.contributor.authorGönüllü, İpek
dc.date.accessioned2023-07-26T11:58:14Z
dc.date.available2023-07-26T11:58:14Z
dc.date.issued2022
dc.departmentDÜ, Tıp Fakültesi, Cerrahi Tıp Bilimleri Bölümü, Aile Hekimliği Ana Bilim Dalıen_US
dc.description.abstractAcademic performance scores of medical students have been associated with many variables. Students' sociodemographic characteristics, study times and approaches may affect academic performance separately. Examining academic performance by considering all these variables together can improve medical education. The aim of this study is to determine whether there is a significant difference between the academic performance of medical faculty students in terms of study approaches, chronobiological patterns and socio-demographic features. In this cross-sectional study, data were collected from medical students. As data collection tools, Sociodemographic Data Form, The Revised Two Factor Study Process Questionnaire (R-SPQ2F) and Morning-Evening Questionnaire (MEQ) were used. A total of 163 sixth-year students (n=90) male and (n=73) female were included in the study. There was no significant difference between the gender of the students and their academic performance scores (p=0.880). Academic performance scores of morning type students were significantly higher than those of evening type students (p<0.05). There is a correlation of 0.521 in the same direction between the deep approach and the academic performance score, and this relationship is statistically significant (p<0.001). There is a negative correlation of 0.608 between the superficial approach and the academic performance score, and this relationship is statistically significant. While developing the program and curriculum in medical education, students' sociodemographic characteristics study approaches and chronobiological patterns should be taken into consideration. Gamsızkan, Zerrin, Gonullu, I. (2022). How do medical students' chronobiological tendencies and study approaches affect academic performance? Advanced Education, 21. DOI: 10.20535/2410-8286.256136en_US
dc.identifier.doi10.20535/2410-8286.256136
dc.identifier.endpage67en_US
dc.identifier.issn2409-3351
dc.identifier.issn2410-8286
dc.identifier.issue21en_US
dc.identifier.startpage55en_US
dc.identifier.urihttps://doi.org/10.20535/2410-8286.256136
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13435
dc.identifier.wosWOS:000911084500004en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorGamsızkan, Zerrin
dc.language.isoenen_US
dc.publisherNatl Technical Univ Ukraine Kyiv Polytechnic Inst, Fac Linguisticsen_US
dc.relation.ispartofAdvanced Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectAcademic Performance; Choronobiology; Medical Student; Medical Education; Study Approachesen_US
dc.subjectLearning-Strategies; Revised 2-Factor; Achievement; University; Perceptions; Chronotypeen_US
dc.titleHOW DO MEDICAL STUDENTS' CHRONOBIOLOGICAL TENDENCIES AND STUDY APPROACHES AFFECT ACADEMIC PERFORMANCE?en_US
dc.typeArticleen_US

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