The Effect of Self-directed Learning on the Academic Self-efficacy of Dental Students

Abstract

Background: Achieving academic self-efficacy requires up-to-date knowledge, skills, and self-directed learning. In recent decades, self-directed learning has been recognized as a vital method for keeping dental students current at any stage of their education. Objectives: This study investigates the effect of self-directed learning on the academic self-efficacy of dental students. Methods: This descriptive correlational study included all students enrolled at the School of Dentistry, Isfahan University of Medical Sciences. Academic self-efficacy was measured using Owen & Froman’s Self-efficacy Scale, while self-directed learning was assessed using Fisher’s exact test. The effect of self-directed learning on students’ self-efficacy was then determined. Data analysis was performed using the independent t-test, Pearson correlation coefficient, and multivariate linear regression. Results: The Pearson correlation coefficient results indicated a significant correlation between self-directed learning and the academic self-efficacy of dental students. Self-directed learning was found to be a significant predictor of self-efficacy levels in the study sample. Conclusions: The findings of this study suggest that dental education authorities and professors can enhance self-directed learning by identifying factors that influence academic self-efficacy. Through careful planning and curriculum integration, they can effectively train self-directed students.