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The Relationship between Goal Orientation and Self-taught Learning Performance of the Faculty Member of Tabriz University of Medical Sciences

Piri M¹ ,azimi M²

1 Department of Educational Sciences, Faculty of Educational Sciences& Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2Department of Educational Sciences,^,University of Tabriz,Tabriz, Iran

Corresponding Author: Piri M,Department of Educational Sciences, Faculty of Educational Sciences& Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

Email: [email protected] Received: 18 May 2014 Accepted: 7 Jul 2014

Background and objectives: One of the variables that may help improve education and teaching self- efficacy and thereby improving learning and thinking of students is faculty oriented purposes. The aim of the present study was to determine the relationship between the components of goal orientation and learning practices and self-efficacy of professors of Medical Sciences.

Materials and Methods: This study is cross-sectional and correlational. By cluster sampling 466 professors (109 males and 102 females) were selected. It used a three-scale measuring tools for measuring objectives.

Cronbach's alpha was used to determine its reliability. Descriptive and inferential statistical methods used to analyze data.

Results: Results indicated that goal and performance orientation and self-efficacy are positively and significantly related. Also, for the purpose of escaping and avoiding performance work practices are positively and significantly (P ≤ 0/01). Other findings of this study showed that goal orientation and performance-oriented instructional practices are important predictors of mastery learning performance and self-efficacy of professors.

Conclusion: Components of goal orientation has significant and positive relationship with learning performance and self-efficacy.

Keywords: Goals orientation, Instructional practices, Performance- oriented practices, Self-efficacy

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