The aim of this study was to determine the relationship between motivational beliefs (self-efficiency, test anxiety, intrinsic valuation) and future prospect with academic performance among high school third grade girl students in district one of Ahvaz. The statistical More
The aim of this study was to determine the relationship between motivational beliefs (self-efficiency, test anxiety, intrinsic valuation) and future prospect with academic performance among high school third grade girl students in district one of Ahvaz. The statistical population included all high school third grade girl students in district one of Ahvaz. A sample of
270 students were selected using cluster multi-stage sampling method. To collect the data, Motivational beliefs for learning questionnaire (MBLQ) and Future prospect inventory (FTPI) were used. The average of the first semester was used to measure the students’ academic performance. In order to analyze data, Pearson correlation coefficient and multiple regression analysis were used. The results showed that there is a significant positive relationship between self-efficiency and intrinsic valuation and also future prospect with academic performance. There is a significant negative relationship between test anxiety and academic performance. The results of regression analysis showed that in this research, predictor variables are able to predict the students’ academic performance sig
nificantly and altogether can explain 28.8 percent of the variance of the academic performance in the students.
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