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Open Access Article
1 - الگوی نقش مؤلفههای سرمایه روانشناختی در رضایت از زندگی و انگیزه پیشرفت تحصیلی دانشجویان دانشگاههای پیام نور غرب استان اصفهان
نادر سلیمانی خداداد میرزائی -
Open Access Article
2 - Explanation the Role of Academic Achievement Motivation on Implementing Self-Leadership Strategies (Case: Students of Birjand University)
Javad Pourkarimi Ebrahim mazari kobra khabare Farhad Farhadi AmjadThis study aimed to explain the role of academic achievement motivation on students implementing of self-leadership strategies at Birjand University. Research method was descriptive and correlational that for explain the model was used the LISREL software (LISREL 8.7). MoreThis study aimed to explain the role of academic achievement motivation on students implementing of self-leadership strategies at Birjand University. Research method was descriptive and correlational that for explain the model was used the LISREL software (LISREL 8.7). The statistical population was all students in university Birjand, that with multistage cluster sampling 4020 students of the Faculty of Science and Letters were selected and the second stage of sampling, sample size was determined 351 students. Self- leadership questionnaire of Neck & Manz (2002) with the reliability (α =0/80) and academic achievement motivation questionnaire of Hoseini et al (2008) with the reliability (α =0/91) were used to collect data. One-sample t-test results showed academic achievement motivation and self-leadership strategies are in good condition. Structural equation modeling showed academic achievement motivation effect on self-leadership strategies (γ =0/69). Also, effected on self-talk (γ =0/44), self-reward (γ =0/36), self-punishment (γ = 0/43), self–guidance (γ =0/34), visualization successful performance (γ =0/34) and focusing on natural rewards (γ =0/55). Manuscript profile -
Open Access Article
3 - The effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students
Shekofe ZareIntroduction: The aim of the present research was to investigate the effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students. research methodology: The research method is quasi-experimental, wi MoreIntroduction: The aim of the present research was to investigate the effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students. research methodology: The research method is quasi-experimental, with a pre-test, post-test design with an experimental and control group. The statistical population included all primary school students of Marvdasht city. To determine the sample size, 120 students were selected by cluster random method and replaced in two experimental (60 people) and control (60 people) groups. The measurement tools in this research were Hermans achievement motivation questionnaire and Pham and Taylor academic performance questionnaire, whose content and form validity have been confirmed and the reliability of the questionnaire of motivation for achievement and academic performance has been obtained using Cronbach's alpha coefficient of 0.85 and 0.79, respectively. Data analysis was done using descriptive and inferential statistics, which at the level of descriptive statistics; frequency, mean and standard deviation, and at the level of inferential statistics, analysis of covariance test were used. Findings: There is a significant difference between the academic performance and academic achievement motivation of the two experimental and control groups in the post-test stage (p ≥ 0.001), in other words, the mastery learning method has a significant effect on the academic performance and academic achievement motivation of the students. Mastery learning method has had a significant effect on the components of academic performance. That is, 80% of the total variance or individual differences in the self-efficacy component, 38% in the emotional effects component, 73% in the planning component, 60% in the lack of control component and 67% in the motivation component is the difference between the two groups. The mastery learning method has had a significant effect on increasing the motivation of academic progress [F=25.896, p<0.001)]. Conclusion: The result indicated that the mastery learning method is effective in increasing academic performance and academic motivation. The mastery learning method is effective in the components of academic performance. The mastery learning method is effective in the motivational components of academic achievement. Manuscript profile -
Open Access Article
4 - Investing the Relationship between Parental Media Literacy and Socio-Economic Status with Motivation for Secondary School Student's Academic Achievement
Shirin Soleymani Badiozaman Makki Ale Agha Aladdin Etemad AhariThis study aimed to Investigating the Relationship between Parental Media Literacy and Socio-Economic Status with Motivation for Secondary School Students` Academic Achievement in Tehran city was done in 1395-96. The study is the practical purpose and information gather MoreThis study aimed to Investigating the Relationship between Parental Media Literacy and Socio-Economic Status with Motivation for Secondary School Students` Academic Achievement in Tehran city was done in 1395-96. The study is the practical purpose and information gathering is descriptive, correlational. The statistical society includes the whole female Secondary School Students in Tehran. They were about 50707. To determine the size of the sample using Morgan table and with multi-stage cluster sampling and 380 person were selected. Tools to measure in this research are academic achievement motivation questionnaire (1987), Media literacy questionnaire (kansidine, 2008), and socio-economic status (SES), which after gathering data, data analysis using SPSS, AMOS, and LISREL soft wares were performed. For investigating questionnaire`s Factor Structure, Confirmatory factor analysis, for investigating of research questions, and the relationship among variables of Media literacy and socio-economic status with academic achievement motivation, path Analysis Method were used. The result of correlation between Media literacy and socio-economic status with academic achievement motivation showed that all correlation coefficients are calculated at the alpha level of 0.01 are meaningful (p<0.01). Correlation coefficients among Media literacy and socio-economic status with academic achievement motivation components were positive. The positive coefficients obtained indicate a direct relationship between the variables. So it is concluded that with increasing parental Media literacy and socio-economic, student`s academic achievement motivation will also increase. Manuscript profile -
Open Access Article
5 - Relationship between Self-efficacy, Happiness, Life Satisfaction and Perceived Social Support with Academic Achievement Motivation Case study: University students of Bandar Anzali
karim kiakojoury tiz dast taherThe purpose of this research is investigate the relationship between self-efficacy, happiness, life satisfaction and perceived social support with students academic achievement motivation. The statistical society of this study is university students of Bandar Anzali bra MoreThe purpose of this research is investigate the relationship between self-efficacy, happiness, life satisfaction and perceived social support with students academic achievement motivation. The statistical society of this study is university students of Bandar Anzali branch. Appropriate sample selected by sampling method, Morgan's table used to determine the sample size in this study that the number of samples are 246 people for the community with a frequency 3500 people. The data collection tool is a valid questionnaire. Using questionnaires self-efficacy Sherer et al (1982), happiness Oxford (1989), life satisfaction of Diener et al. (1985), perceived social support (family and friends) Prosidano and Heller's (1986) and achievement motivation Wallerand et al (1989). After collecting the questionnaire, Cronbach's alpha was used to measure reliability for each of the factors. SPS software has been used to analyze data for descriptive statistics, Pearson test and simultaneous regression. The test results showed that there is a positive and significant relationship between self-efficacy variable and academic achievement motivation; There is a positive and significant relationship between happiness variability and academic achievement motivation; There is a positive and significant relationship between life satisfaction variable and academic achievement motivation; There is a positive and significant relationship between the perceived social support variable and academic achievement motivation. Manuscript profile -
Open Access Article
6 - Comparison of the Effectiveness of Positivist Psychology group education and Metacognition group education on the academic Achievement Motivation of Quarantined female Students with their families
FARIBA NARIMANI Masoumeh Azmoudeh Sholeh Livar Jani Javad MeserAabadiThis research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was qu MoreThis research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement. Manuscript profile -
Open Access Article
7 - The impact of educational multimedia design based on the principles of cognitive load on learning, remember and educational progress motivation in math lesson
fateme hosizadeh Hassan Rastegarpour Nasrin Mohammadhasni sasan salimiThe present study aims to investigate the effecs of multimedia design education based on the principles of cognitive theory on learning, remembering and educational progress motivation of grade-five female students at math. the study was pseudo-educational and pretests MoreThe present study aims to investigate the effecs of multimedia design education based on the principles of cognitive theory on learning, remembering and educational progress motivation of grade-five female students at math. the study was pseudo-educational and pretests and posttests administered to the control group. The population of the study includes allfemale students at grade five across the city of Ahvaz. The sampling of the study was done according to multi-level cluster sampling from Ahvaz, area4. Among the schools of this region, Bahar School with 325 students was chosen. Fromthe five grades in school only grade five students were taken into account.At this grade two classes named A and B, each with 30 students were available. Due to lack of cooperation of the teacher in classB, onlythe classA was considered.Next, thestudents were devided into two groups:control and experimental group(15 students each).Data collection instruments include two learning and remembering tests devised by the author and Keller's educational progress questionnaire (1993).In order to analyze the data covariance analysis tests were used. The results of the study showed that educational multimedia design based on principles of cognitive theory has an effect on learning,remembering and educational progress motivation of female students at grade five. Manuscript profile -
Open Access Article
8 - The Effect of Using the National School Network of Iran (growth) on Students’ Creativity and Academic Achievement Motivation
مریم M. Taghvaee YazdiAbstract The general purpose of this study was to examine the effect of using the growth network on creativity and academic achievement of grade two female students of primary schools in Sari. This research study was applied in terms of purpose and in MoreAbstract The general purpose of this study was to examine the effect of using the growth network on creativity and academic achievement of grade two female students of primary schools in Sari. This research study was applied in terms of purpose and in terms of method it was quasi-experimental with pre-test and post-test design with a control group. The statistical population consisted of all grade two female students of primary schools in Sari in the academic year 1300-1400 who totaled to 6478 people. Due to the quasi-experimental nature of the study, 60 people (30 in the experimental group and 30 in the control group) were recruited by random-Multi-stage cluster sampling. To collect the data, Torrance Creativity Questionnaire (1959) with 60 items and four scales (fluidity, semantic expansion, initiative and responsiveness) and Hermans Progress Motivation Questionnaire (1970) with 29 items were used. The face and content validity of the instruments were secured and their reliabilities were obtained using Cronbach's alpha coefficient which for Creativity Questionnaire yielded 0.766 and for Progress Motivation Questionnaire was estimated to be 0.779. Multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOA) were used to analyze the data. The results showed that the use of growth network for creativity and academic achievement of grade two female students of primary schools in Sari has a significant effect. Using the network to increase creativity (fluidity, semantic expansion, initiative and conceptualization) also was demonstrated to exert a significant effect Manuscript profile -
Open Access Article
9 - Investigating the Relationship between the Level of Teachers' Self-awareness and the Academic Achievement Motivation of First Secondary Students in Chalous
Zeynab Azimi farzaneh farzeiTeachers, experts and practitioners in the field of education have realized that the success of students in life is more than passing course units and acquiring academic knowledge and upgrading the degree. Education should also include social and emotional skills to ena MoreTeachers, experts and practitioners in the field of education have realized that the success of students in life is more than passing course units and acquiring academic knowledge and upgrading the degree. Education should also include social and emotional skills to enable learners to effectively face the challenges ahead in life. Among the factors that predict the success of students to a large extent are socio-psychological abilities and competencies. The purpose of this research is to investigate the relationship between the level of self-awareness of teachers and the motivation for the academic progress of students of the first secondary school in Chalous in the academic year of 2018-2019. Based on Morgan's Table, 114 individuals were selected as the sample by using simple random sampling. In addition to descriptive statistics, inferential correlational statistics were used. The results showed that there is a a positive and significant correlation between teachers’ self-awareness and the academic progress of the first secondary students. Finally, it is suggested that different dimensions of teachers' self-awareness should receive the attention and emphasis of the officials. Manuscript profile -
Open Access Article
10 - Impact of school intelligence on the motivation of academic achievement and academic motivation of secondary school students in the city of Roudhan
zeinab mirhashemi roote Mahbubeh AbdollahiThe aim of this study is to compare the academic achievement motivation and educational motivation of the second-period high school students of the smart and regular classes of Rodehen city. The research method is descriptive –comparative study. 101 students have MoreThe aim of this study is to compare the academic achievement motivation and educational motivation of the second-period high school students of the smart and regular classes of Rodehen city. The research method is descriptive –comparative study. 101 students have been selected by using the purposive non-random sampling method. The research tools have included the questionnaire of the academic achievement assessment (Sadat Kazemi in 2007), and the questionnaire of the level of educational motivation (Gholipour and Bahrami Hesari). its reliability coefficient has been obtained 0.83 by using the Cronbach's alpha method; also educational motivation questionnaire has been obtained 0.91. For data analysis have been used to the Pearson, chi-square test, two-way ANOVA and Scheffe post hoc test. Findings show that there is no significant difference between students of normal and intelligent classes and girls and boys in terms of motivation for academic achievement. There is no meaningful interaction between the normal and intelligent class and gender in explaining the motivation of academic achievement. There is no meaningful difference between the normal and intelligent classes in terms of academic motivation. There is a significant difference between male and female students in terms of academic motivation. There is a meaningful interaction between the type of class and gender in the explanation of academic motivation Manuscript profile
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