Document Type : Original Article
Authors
1
Department of Speech Therapy, School of paramedical and rehabilitation sciences, Mashhad University of Medical Sciences, Mashhad, Iran
2
Department of epidemiology, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
3
Research Development Unit of Akbar Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
10.22038/fmej.2026.93454.1721
Abstract
Background: This study explores the attitudes of speech and language pathology students toward their field of study and future career prospects at Mashhad University of Medical Sciences. These insights are crucial for designing effective educational programs at Mashhad University of Medical Sciences, particularly by highlighting how socio-cultural and demographic factors shape their perspectives.
Method: A total of 88 students (79 bachelors and 9 MSc students) of Mashhad University of Medical Sciences participated in this descriptive–correlational, cross-sectional study during the second semester of the 2022–2023 academic year. Data were collected using a 17-item researcher-made questionnaire, measuring three components: interest in the field, future career prospects, and career planning. Data were analyzed using SPSS V.22 through descriptive statistics, t-test, ANOVA, Pearson correlation, and multiple regression analysis.
Results: Mean total attitude score was 61.19±11.23, indicating a generally positive outlook toward the field and future career. Significant differences were observed based on gender, marital status, and employment (p<0.05), but not for age (p=0.18), being native (p=0.77), grade (p=0.34), and academic semester (p=0.07). Students who were married or employed tended to show more optimistic attitudes—possibly reflecting the impact of cultural expectancies in Iran, where social stability and work experience are highly valued.
Conclusion: Overall, students exhibited positive attitudes toward their studies and future careers. However, these attitudes are shaped not only by individual motivation but also by socio-cultural influences, such as family expectations and perceptions of professional prestige. Recognizing these contextual factors can help universities develop targeted educational and career support programs that strengthen students’ professional identity and readiness for practice.
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