Comparison of achievement motivation, self-esteem, A sense of belonging to the school and academic performance of students in public schools, state sample, intelligent and gifted Sari city

Subject Areas : Research in Curriculum Planning

Mojtaba Rezaei Rad ¹ , Seyyedeh Leyla Sadati Motlagh ²

1 - Young Researchers and Elite Club, Sari Branch, Islamic Azad University, Sari, Iran
2 - MA Technology, Sari Branch, Islamic Azad University, Sari, Iran

Received: 2016-11-21 Accepted : 2017-09-10 Published : 2018-02-20

Keywords: A sense of belonging to the school, self-esteem, Academic Performance, achievement motivation,

Abstract :

Abstract Present research was performed to compare achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools of Sari. This research is applied in terms of purpose, descriptive in terms of nature and causal-comparative in terms of method. Statistical population was all eight-grade-primary- school girl students from public schools, exemplary schools, smart schools and gifted schools of Sari in academic year 2015-2016 and 170 students were selected as sample using available sampling. Measurement tools were standard questionnaires of Herman's achievement motivation (1970), Eysenck self-confidence (1976), Berry et al School connectedness (2004), and Fam and Taylor academic performance (1999). The validity of questionnaires was confirmed by experts of psychology and education and the reliability of questionnaires using alpha Cronbach measurement was confirmed 0.86 (achievement motivation), 0.83(self-confidence), 0.85(school connectedness) and 0.87(academic performance). Data was analyzed using descriptive (mean and standard deviation) and inferential (Kruskal-Wallis non parametric test) statistics methods bu IBM SPSS 23 software. Results showed that achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools are different, so that achievement motivation of students from smart schools and self-confidence, school connectedness and academic performance of students from gifted schools were the most.

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