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Open Access Article
1 - The Effectiveness of Schema Therapy on Academic Motivation amongst High School Female Students in Kermanshah
nasim sajjadi mohsen golmohammadian mohsen hojatkhahThe purpose of the study was to investigate the effectiveness of schema therapy on academic motivation amongst high school female students in Kermanshah. It was a semi-experimental and pre-test, post-test design with control group. The population is all female first gra MoreThe purpose of the study was to investigate the effectiveness of schema therapy on academic motivation amongst high school female students in Kermanshah. It was a semi-experimental and pre-test, post-test design with control group. The population is all female first grade high school students in Kermanshah in 2015. For so doing, 30 students were selected through cluster sampling method and assigned in 2 groups (experimental and control) randomly. The experimental group received schema therapy training in 8 sessions. The research instruments inculde Vallerand, Blaise, Breier & Pelletier Academic Motivation Scale (1989). The data were analyzed through MANCOVA. The results showed that there was a significant difference between the two groups in terms of academic motivation and its components (P<0.05). Schema therapy is effective in increasing academic motivation of female students. Manuscript profile -
Open Access Article
2 - The investigation of mediating role of academic motivation in the relationship between self-efficacy and academic procrastination
A&#039;zam Cheraghi Farideh YousefiThe main purpose of this study was to investigate the mediating role of the academic motivation in the relationship between self-efficacy and academic procrastination in Shiraz junior high school students. Accordingly, the questionnaires of self-efficacy (Muris, 2002), MoreThe main purpose of this study was to investigate the mediating role of the academic motivation in the relationship between self-efficacy and academic procrastination in Shiraz junior high school students. Accordingly, the questionnaires of self-efficacy (Muris, 2002), academic motivation (Bahrani, 1388), and academic procrastination (Scher & Osterman, 2002) were distributed in a group consisted of 481 students (217 girls & 264 boys) which were chosen by random multi-stage cluster sampling method. Validity and reliability of the questionnaires by using of Cronbach's alpha coefficient, item-total correlations, and factor analysis were at satisfactory level. Data analyzed by the Pearson correlation coefficient and path analysis applying AMOS software. The findings showed that academic self-efficacy predicted significantly intrinsic motivation (β = .52, p< .001), extrinsic motivation (β= -.16, p< .001), and academic procrastination (β = -.36, p< .001). Emotional self-efficacy could also predict significantly intrinsic motivation (β = .14, p< .001) and academic procrastination (β = -.13, p< .001). The mediating role of academic motivation in relation of academic self-efficacy to academic procrastination using Bootstrap method was significant (p< .005). Manuscript profile -
Open Access Article
3 - The Effect of Dimensions of Mental Endurance on Academic Passion
Zahra Mirsafian AliReza SavadkouhiBackground and aim: Academic Passion is associated with a variety of cognitive, emotional and behavioral factors. The purpose of the research is surveying the impact of Mental Endurance on Academic Passion of students. Materials and methods: The research method is descr MoreBackground and aim: Academic Passion is associated with a variety of cognitive, emotional and behavioral factors. The purpose of the research is surveying the impact of Mental Endurance on Academic Passion of students. Materials and methods: The research method is descriptive-correlational. The present study selected 145 Students of Isfahan Farhangian University (Fatemeh Alzahra campus) applying Cochran Formula through random Stratified sampling method, and they responded to Mental Endurance questionnaire (MTQ, 48), Peter Kallp et al (2002) and Academic Passion scale Frederic et al (2004). The gathered data were analyzed by regression analysis. Results: Results showed that components of Mental Endurance have a positive and significant impact on Academic Passion (r=0/397), (P ≤ 0/01). The results of Regression Analysis showed that 15% of changes in Academic Passion are predictable by Mental Endurance and only the component of Commitment can predict Academic Passion (t=5/17), (P≤0/01). Conclusion: According to the ability of Mental Endurance to predict Academic Passion, it can be considered as an underlay for motivation and academic achievement. Therefore, it can be applied in training courses to increase students’ academic passion. Manuscript profile -
Open Access Article
4 - Comparison of the Effect of Teaching Self-Regulation, Neuro –Verbal Planning (NLP), and Combinatorial Strategies on Academic Motivation of Male and Female High School Students in Hamadan Province
Shahriar Moradi nasrola efani Arezou Delfan BeiranvandThis study was set out to compare the effect of teaching Self-Regulation, Neuro Verbalplanning, and combinational strategies on academic motivation of male and female high school students. This study was quasi-experimental and non–equivalent control group design w MoreThis study was set out to compare the effect of teaching Self-Regulation, Neuro Verbalplanning, and combinational strategies on academic motivation of male and female high school students. This study was quasi-experimental and non–equivalent control group design was used. The statistical population included all male and female high school students in Hamadan province from which 161 people were selected randomly through multi-level cluster sampling and divided in six experimental and two control groups by random substitution sampling. Then, the experimental groups were received teaching Self-Regulation, Neuro -Verbalplanning (NLP), and Consolidated Strategies in 10 sessions. But, control group didn't receive teaching in these fields. The instrument also included Hermann’s Achievement Motivation Questionnaire. To analyze the data, Covariance analysis (ANCOVA) and LSD were used. The results indicated that there is a difference between the effectiveness of Teaching Self-Regulation, Neuro - Verbal planning (NLP), and combinational strategies on Academic Motivation. Also, the results indicated that combinational (p < 0/005), self-regulation (p < 0/005), and NLP (p < 0/005)strategies had the more effects on Academic motivation of the students respectively. The results indicated that the effectiveness of combinational and self-regulation strategies on academic motivation of male high school students was higher than female high school students, But, no significant difference was found in the effectiveness of neuro-verbal planning on academic motivation of male and female high school students. Manuscript profile -
Open Access Article
5 - Predicting parenting styles based on educational motivation and critical thinking mediated by hardiness in second grade female students
parnian rezazadeh mahbobeh aslami Soroush AlimardaniThe aim of this study was to predict parenting styles based on educational motivation and critical thinking with respect to the mediating role of hardiness. The research method was applied research and its implementation method was descriptive (non-experimental) and the MoreThe aim of this study was to predict parenting styles based on educational motivation and critical thinking with respect to the mediating role of hardiness. The research method was applied research and its implementation method was descriptive (non-experimental) and the research design was relational - Correlation and mediator analysis. The statistical population of this study was female primary school students in KARAJ (district 4) in 2017, from which 400 people were selected by multi-stage cluster sampling. Research data were collected through these ways: parenting style questionnaire (Baumrind, 1971), educational motivation questionnaire (Harter, 1980), Ricketts critical thinking orientation questionnaire (Ricketts, 2003) and Ahvaz Hardiness Inventory, (2000). In order to test the hypotheses and analyze the data, multiple regression and SOBEL test were used. The results showed that there is a significant relationship between dictatorial, authoritarian and negligent parenting styles with students' educational motivation and critical thinking (P = 0.001). Also, educational motivation and critical thinking were able to predict parenting styles due to their hardiness. Manuscript profile -
Open Access Article
6 - Comparison the impact of scaffolding teaching method and traditional teaching method on academic motivation of high school second grade students in English lesson
karim jozayi Esmail sadipoorThis quasi-experimental study with pre test-post test and control group investigated a comparison about the impact of the scaffolding teaching method and the traditional teaching method on academic motivation of high school second grade students in English lesson in Vei MoreThis quasi-experimental study with pre test-post test and control group investigated a comparison about the impact of the scaffolding teaching method and the traditional teaching method on academic motivation of high school second grade students in English lesson in Veisian in Lorestan province. The study population was high school second grade male students of Veisian in 2010-2011. The sample size was 40 students, in which 20 were in the experimental group and 20 were in control group who were selected by multistage cluster sampling. In the experimental group the scaffolding teaching and in control group traditional teaching methods were used. The research tool was Verland Academic Motivation Inventory (1985).For data analysis both descriptive and inferential statistics (ANOVA) were used. The results showed a significant differences among the academic motivation of the two groups (P < 0/05) and experimental group was affected more by scaffolding teaching method in comparison with control group (P < 0/05). So teachers need to use the scaffolding teaching method in class to increase the student’s academic motivation. Manuscript profile -
Open Access Article
7 - The Relationship between Academic Self-confidence and Academic Achievement in Physics Lesson Based on Academic Motivation
farideh nouri ebrahim mirjafari zohre SaadatmandThis research aimed to study about the relationship between academic self-confidence and academic achievement in physics course based on the intervention of academic motivation among the secondary school students in Isfahan. The research method was of correlational desc MoreThis research aimed to study about the relationship between academic self-confidence and academic achievement in physics course based on the intervention of academic motivation among the secondary school students in Isfahan. The research method was of correlational descriptive type. The Statistical population included 57004 secondary school students in Isfahan in academic year 2012-2013. At first, three districts out of six educational districts in Isfahan were selected randomly through multistage cluster sampling method. Then considering the size, stratified random sampling method was applied and sample size was calculated as 381 people. The research tools included the academic motivation questionnaire, researcher-made questionnaire on academic self-confidence as well as the final score of the students in physic. Data were, then analyzed by means of Pearson correlation tests, structural equitation, Spss 19th version, and Lizrerl software. The findings obtained from statistical analysis showed that there was a significant relationship between the academic motivation and the academic self-confidence or the academic achievement Academic motivation rolled as a mediator between the academic self-confidence and academic achievement. Additionally, between the variables of self-confidence and motivation, only was academic self-confidence which predicted the promotion in Physic in a best way. Manuscript profile -
Open Access Article
8 - comparing its effectiveness trans-theoretical intervention for students with academic burnout with metacognition training on academic motivation in high school
seyed peyman emami gholamreza manshaee Amir GhamaraniThe aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic motivation in high school student in Isfahan city.In the present study, the research method was quasi MoreThe aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic motivation in high school student in Isfahan city.In the present study, the research method was quasi-experimental.The statistical population included male students with academic burnout in one of the schools of Isfahan in 1398.The sample of study 45 included students with academic burnout who were selected based on inclusion criteria and available and randomly.Three groups of 15 people, The research tool was the academic burnout questionnaire(Bresso et al. 1997)and imposed motivation (Martin & Jackson. 2008). The first two groups underwent transtheoretical intervention for students with academic burnout and teaching metacognition training and the control group did not receive any intervention.Then, post-test and follow-up groups were performed. Analysis of covariance was used to analyze the data. The results showed that there is a significant difference(p <0.05) between the effectiveness of transtheoretical intervention for students with academic burnout and teaching metacognition training on students with academic motivation. Manuscript profile -
Open Access Article
9 - The effect of using electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students in Corona pandemic
ali shirdel mojtaba rezaei radThe aim of this study was to determine the effect of the use of electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students during the outbreak and corona epidemic, using a quasi-experimental me MoreThe aim of this study was to determine the effect of the use of electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students during the outbreak and corona epidemic, using a quasi-experimental method with a control group. The statistical population of all sixth grade elementary school students in Miandrood City in the academic year 2020-2021 was 20 people selected by simple random sampling method and randomly assigned to experimental (10 people) and control (10 people) Were selected as. The instruments for measuring variables were standard questionnaires of academic performance by (pham, taylor 1999), academic motivation (Harter, 1980) and academic vitality (Martin, Marsh 2006). One-variable analysis of covariance (ANCO) showed that the use of electronic content in online education has an effect on students' academic performance, academic motivation and academic vitality. Multivariate analysis of covariance (MANCOVA) showed that the effect of using electronic content in online education on academic vitality (Effect size: 0.76) was greater. In the next ranks are academic motivation (Effect size: 0.74) and academic performance (Effect size: 0.73), respectively. The results show that in order to improve and improve each of the variables of academic performance, academic motivation and academic vitality in elementary school students, electronic content can be used in online education. Manuscript profile -
Open Access Article
10 - Effectiveness Of Narrative Therapy On Academic Motivation in High Schools Female Students
Saedh Neda Asgari Marzieh MalekihaThe purpose of this study was to examine the effectiveness of narrative therapy on increasing academic motivation in high schools female students. The Sample of the study included 32 female students that have been placed randomly in the intervention (experimental) and c MoreThe purpose of this study was to examine the effectiveness of narrative therapy on increasing academic motivation in high schools female students. The Sample of the study included 32 female students that have been placed randomly in the intervention (experimental) and control group. The research was a quasi – experimental design with pre-test - post-test and control group. The study implemented the Vallerand Academic Motivation Scale (1989) as data source. The experimental group was exposed to narrative therapy for 11 sessions 90 minutes each. The results of the univariate analysis of covariance showed that narrative therapy increased academic motivation. Among the three subscales of academic motivation, the effectiveness of narrative therapy was only approved on the extrinsic motivation. Manuscript profile -
Open Access Article
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Ali Reza Heideri Parviz Asgari Sara Saedi Roya MashakThe purpose of this research was to study the relationship between academic motivations, achievement motivation and educational environment for female students of SAMA. The sample included 135 individuals that were selected based on stratified random sampling from femal MoreThe purpose of this research was to study the relationship between academic motivations, achievement motivation and educational environment for female students of SAMA. The sample included 135 individuals that were selected based on stratified random sampling from female students of SAMA Ahvaz University. Academic Motivations Scale (AMS), Geisly Achievement Motivation Scale (GAMS) and University Connection Environment Questionnaire (UCEQ) were used for data collection. The research was a correlation type. The data was analyzed by using Pearson correlation coefficient and multivariate regression at the 0.0001significance level. The results showed that there was a positive significant relationship between academic motivations and educational environment. There also was a positive significant relationship between achievement motivation and educational environment. The results indicated as well that there were significant multiple relations between academic motivations, achievement motivation and educational environment. Regression analysis revealed that achievement motivation well predicted the students' coherence with educational environment. Manuscript profile -
Open Access Article
12 - The effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students
Tayebeh Rahsepar Mohammad Khayer Majid Barzegar Maryam KouroshniaThe aim of this research was determine the effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students. The design study was descriptive from type of correlation. The research population was all s MoreThe aim of this research was determine the effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students. The design study was descriptive from type of correlation. The research population was all secondary school students of Darab city in the academic year of 2017-18 with number of 2938 people, which 379 people of them were selected as a sample by multi-stage cluster sampling method. The research instruments were the questionnaires of Leahy's emotional schema, Vallerand and et all's academic motivation and Crowne and Marlowe's social acceptance. Data were analyzed by structural equation method with using SPSS and LISREL software. Findings showed that positive emotional schemas had a direct and positive effect on social acceptance and academic motivation, negative emotional schemas had a direct and negative effect on social acceptance and academic motivation and social acceptance had a direct and positive effect on academic motivation. Other results showed that positive and negative emotional schemas with mediated by social acceptance had an indirect effect on academic motivation (p < 0.05). The social acceptance variable was a good mediator between positive and negative emotional schemas with academic motivation. Therefore, to improve students' academic motivation can be increased the rate of positive emotional schemas and social acceptance and decreased the rate of negative emotional schemas. Manuscript profile -
Open Access Article
13 - The effect of life skills empowerment on self-efficacy and academic motivation among adolescents Extreme use of social networks among adolescents Extreme use of social networks
Mousa Rigi Koteh Vali Mehdinezhad Mahmoud ShiraziTarget. This study was conducted to investigate the effect of empowerment based on life skills on self-efficacy and academic motivation among adolescents extreme use of social networks.Method. This study was a quasi-experimental study with a pretest and posttest design MoreTarget. This study was conducted to investigate the effect of empowerment based on life skills on self-efficacy and academic motivation among adolescents extreme use of social networks.Method. This study was a quasi-experimental study with a pretest and posttest design with a control group. All adolescents in the extreme use of social networks in the city of Sistan and Baluchestan formed a statistical population; From which 30 people were selected by available sampling method and were assigned to two experimental groups (15 people) and control (15 people). The data were collected using the Scherer et al. (1982) Self-Efficacy Questionnaire, the Walrand et al.'s Academic Motivation Scale (1992), and the Young Internet Addiction Questionnaire. The subjects in the experimental group received life skills training in 10 sessions, but the control group did not receive any intervention. Univariate and multivariate analysis of covariance using SPSS software was used for statistical analysis of data.Findings. The results showed that empowerment based on life skills has increased adolescents' self-efficacy. Extreme use of social networks (P <0.01). Empowerment based on life skills has increased intrinsic motivation, extrinsic motivation and decreased unmotivation (P <0.01).Conclusion. Therefore, empowerment based on life skills is an effective method in self-efficacy and academic motivation among adolescents. Extreme use of social networks. In general, life skills are the abilities that lead to the promotion of mental health in the community, the richness of human relationships, increased health and health behaviors in the community and in this study include skills: decision making, problem solving, creative thinking, critical thinking, Ability to communicate effectively, the ability to build and maintain interpersonal relationships, self-awareness, empathy, coping with emotion and coping with stress. These abilities help a person to deal effectively with conflicts and life situations, and help him / her To act positively and adaptably with other human beings, society, culture and environment and to ensure their mental health Manuscript profile -
Open Access Article
14 - relativity between creativity and adjustment academic motivation
Hamid Hamrang Afsaneh Ghanbari Pana Khadijeh Abolmaali Mojgan SepahmansourBackground and Objective: Human beings have different abilities. One of these abilities is creativity. Problem solving and creativity are at the highest level of human cognitive activity and are considered to be the most valuable culprits and educational goals. Creativi MoreBackground and Objective: Human beings have different abilities. One of these abilities is creativity. Problem solving and creativity are at the highest level of human cognitive activity and are considered to be the most valuable culprits and educational goals. Creativity is one of the most important factors that affects educational adaptation and means unifying all human activities. Undoubtedly, the main goal of educational institutions is to create problem-solving ability and creativity in students. The purpose of this study was to explain the relationship between creativity and educational adaptability of students by mediating academic motivation. Research method: In order to reach the goal of research, 542 students were selected from which 268 non-respondents and 274 boys were enrolled in high schools in Rabat Karim in the academic year of 97-96. Sampling method was selected in a multi-stage random cluster sampling. Participants included 268 girls and 274 boys, questionnaires, Abedi's creativity (1993), and Baccocrillac's academic compatibility (1989), Valerand et al. (1992). The research method was descriptive-correlational and analytical of structural equation type. In order to analyze the data, structural equation modeling using Amos software was used. Conclusion: The findings of this study showed that the structural model of the relationship between creativity and academic adjustment with the mediation of academic motivation was fitted with the collected data. Direct effect of creativity on educational adjustment was significant. In the indirect effect of creativity and academic motivation and its dimensions, creativity with a positive correlation was significant. Also, the relationship between internal motivation and impulsivity with academic adjustment was significant, but the relationship between external educational motivation and academic adjustment was non-significant. The relation between non-inductive and non-inductive was significant. Key words: creativity, academic motivation, educational adaptability. Ph.D. in Educational Psychology, Islamic Azad University, Central Tehran Branch. hamid.ha94@yahoo.com Assistant Professor and Faculty Member of Islamic Azad University, Central Tehran Branch, Tehran, Iran (responsible author). Af-ghanbary@yahoo.com Associate Professor and Faculty Member of Islamic Azad University, Rohn Branch of Tehran-Iran ... Sama.abolmaali@Yahoo.com Associate Professor and Faculty Member of Islamic Azad University, Tehran Central Branch, Tehran, Iran drsepahmansour@yahoo.com Manuscript profile -
Open Access Article
15 - Predicting the academic motivation based on perceived social support and intelligence beliefs in students
Elham Fallah Manesh Hamid VatankhahPurpose: The purpose of this study was to predict academic motivation based on perceived social support and IQ in students. Methodology: This study was a descriptive correlational study. The study population consisted of high school students in Tehran in the academic ye MorePurpose: The purpose of this study was to predict academic motivation based on perceived social support and IQ in students. Methodology: This study was a descriptive correlational study. The study population consisted of high school students in Tehran in the academic year of 2018-19. The sample consisted of 120 individuals who were selected by multistage cluster random sampling. Data were collected using the Academic Motivation Questionnaire (Harter, 1981), Perceived Social Support (Zimt et al., 1988) and Intelligence Beliefs (Abdul Fattah & Yates, 2006). Data were analyzed using multiple linear regression in SPSS-22 at the significant level of 0.05. Findings: Findings showed that support of family, friends and teachers was positively correlated with students' academic motivation and the level of IQs was positively correlated with their academic motivation. Also, support variables of family, friends and teachers and intelligence beliefs were able to significantly predict 31% of students' academic motivation changes (P <0.05). Conclusion: As family teachers and friends support the student in different areas, their morale and educational capacity will increase, thus improving perceived social support and intelligence-related education. An instrument of increased academic motivation in students. Manuscript profile -
Open Access Article
16 - Correlation parenting styles and dimensions Perfectionism with academic motivation their children on High school student damghan city
saideh fovadianRelation between parenting styles and parental perfectionism with their children’s academic motivation Aabsrtact:The purpose of this study was to determine the relationship between parenting styles and parental perfectionism with the determination of their child MoreRelation between parenting styles and parental perfectionism with their children’s academic motivation Aabsrtact:The purpose of this study was to determine the relationship between parenting styles and parental perfectionism with the determination of their children. the research method was descriptive and correlational the stoical population of the study included all male and females student secondary school in Damghan city (along with their parents)(N=1359). The academic year 1394-1395. A total of 300 students(girls 150, boys 150) were selected through multistage cluster randomly. They were asked to complete the questionnaire of styles parental parenting parental perfectionism dimensions and academic motivation scale .data analysis was performed using multivariate regression method .according to these results of research the style of effective parenting and other dimensions of the parent circuit and parenthood can predict the academic motivation of their children .in general Parents can take can take steps to improve their parenting by adopting proper parenting practices and rational expectations of their children. Key words: parenting styles , parental perfectionism dimensions، academic motivation . Manuscript profile -
Open Access Article
17 - The Effectiveness of teaching Choice Theory on Self-efficacy, Purpose Orientation and Academic Motivation of 9th grade Girl Students of Bonab city in the academic year of 1965-1959.
mahnaz samadian Sholeh Livarjani Amir PanahaliThe purpose of this study was to investigate the effectiveness of teaching theory of choice, performance orientation, and goal orientation and academic motivation of 9th grade female students of Bonab city. The research method was semi-experimental and pre-test-post-tes MoreThe purpose of this study was to investigate the effectiveness of teaching theory of choice, performance orientation, and goal orientation and academic motivation of 9th grade female students of Bonab city. The research method was semi-experimental and pre-test-post-test design with control group. The statistical population of this study was all 9th grade female students of Bonab city in the academic year of 2016-2017. The sample consists of 30 students. Students were selected by cluster sampling and randomly assigned to experimental (15 persons) and control (15 persons) groups.. The instrument for collecting questionnaires was Valerendo College's academic motivation questionnaires, orientation of Elliott and McGregor, and McLearry and Bunting's self-efficacy. . All subjects completed their pre-test phase, then the experimental group was selected for the 8th session of the theory education and the second group (control) continued their classroom programs at the same time Finally, the post-test was taken from all the experimental and control groups In order to analyze the data, ANOVA was used.The results indicated an increase in self-efficacy, goal orientation and academic motivation of students in the experimental group compared to the control group in the post-test phase. Since the implementation of the theory of selection program led to increasing self-efficacy, orientation and academic motivation of students It will be. This program can be used as a useful program for schoolchildren. Manuscript profile -
Open Access Article
18 - The Effect of using SCRATCH software on Academic Motivation on Sabzevar high school girl students.
hosein khosravi Zahra HoseiniThe purpose of the present study was to determine the effect of using SCRATCH software for programming teaching on educational motivation. This study was a quasi-experimental research with experimental and control groups. The sample included the The sample included 225 MoreThe purpose of the present study was to determine the effect of using SCRATCH software for programming teaching on educational motivation. This study was a quasi-experimental research with experimental and control groups. The sample included the The sample included 225 high school girl students of Sabzevar in the academic year of 1394-95. Two 20-member classes were selected as statistical sample with the method of cluster sampling. Samples were divided into two groups accidently. In experimental group, SCRATCH software was used for teaching for 12 sessions of 90 minutes while the control group were taught by the routine lecture method of teaching. The research instruments were Academic Motivation Questionnaire )Harter,1981) that was given to the two groups in the phase of pretest and posttest. The gathered Data was analyzed using covariance test. The research results after using the SCRATCH software showed significant difference between educational motivation marks of students on experimental group in comparison with control group. The findings demonstrated that using the SCRATCH software significantly increased the students’ academic motivation of participants in experimental group. Manuscript profile -
Open Access Article
19 - Determining the mediating role of academic motivation in the relationship between intelligence beliefs and academic resilience among female high school students in Bojnourd
Fereshte rahmati Mohammad Yamini hossein mahdianThis study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in MoreThis study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.Keywords: Academic Motivation, Intelligence Beliefs, Academic Resilience, Students. Manuscript profile -
Open Access Article
20 - Effectiveness of self-regulatory learning strategies and academic motivation training program in increasing the academic satisfaction of second-cycle secondary school female students of the city of Ilam
aref pirani yahya yarahmadi Hamzeh Ahmadian Zabih PiraniAbstractThe purpose of this study was to investigate the effectiveness of self-regulatory skills training and promotion of academic motivation in second-cycle secondary school female students of the city of Ilam. In a semi-experimental research, 72 female students were MoreAbstractThe purpose of this study was to investigate the effectiveness of self-regulatory skills training and promotion of academic motivation in second-cycle secondary school female students of the city of Ilam. In a semi-experimental research, 72 female students were randomly selected and randomly assigned to two experimental and control groups. The research design was pretest-posttest with control group.. After the pre-test, the self-regulation training program and academic motivation programs were performed for a period of 8 weeks for each variable , Weekly 1 session, for 1/5 hours, and at the end the post-test was executed. Shiikh al-Islami and Ahmadi's educational satisfaction questionnaire was used to collect data. The questionnaire has 30 items that have been compiled in a 5-point Likert scale. The questionnaire has four subscales including the satisfaction of the school, the satisfaction with the field of study, the satisfaction of the teachers and the attitude to education. The results showed that there was a significant difference between the experimental and control groups in terms of academic satisfaction, satisfaction with the school, attitude toward education and satisfaction with teachers. The findings also showed that there was no significant difference between the experimental groups and the control group in terms of satisfaction with the field of study and there was no significant difference between the academic satisfaction of the experimental groups.Therefore, Self-regulatory and educational motivation training can be effective on students' academic satisfaction. Manuscript profile -
Open Access Article
21 - Comparison of the Effect of Model 5E and Gane Model on Academic Motivation of Female High School Students in 2019
faezeh mirsamadi علی نقی اقدسی تورج هاشمی sh واحدیEducational model 5E and Gane educational model are among the effective teaching models that may have an effect on increasing students' academic motivation; Therefore, the aim of this study was to compare the teaching of 5E model with Gane model on the academic motivati MoreEducational model 5E and Gane educational model are among the effective teaching models that may have an effect on increasing students' academic motivation; Therefore, the aim of this study was to compare the teaching of 5E model with Gane model on the academic motivation of female students in the second year in 2020. The statistical population of this quasi-experimental studyincluded all female high school students in Tabriz in the academic year 2020-2021 that 60 students were selected using multi-stage cluster sampling and randomly assigned to three groups (20 for each group). All three groups completed the Tuan & etal (2005) Motivation towards science learning questionnaire as a pre-test and at the end of eight sessions of 60-90 minutes of 5E training model (two sessions per week for 4 weeks) and eight 60-90 minute sessions of Gane training model (two sessions per week for 4 weeks), the mentioned questionnaire was completed by the groups. Data were analyzed using univariate analysis of covariance . Both 5E and Gane educational models have a significant effect on the academic motivation of second year female students (p<0.001); However, the 5E educational model has a greater effect on increasing academic motivation than the Gane educational model (p<0.001). Considering the superiority of the effect of 5E educational model on promoting students' academic motivation, the use of this teaching model is recommended; Therefore, the importance of holding training courses in this teaching method should be explained to teachers. Manuscript profile -
Open Access Article
22 - Relationship among personality traits, university factors and academic motivation of university students in Mazandaran Islamic Azad University
مجید Pourfaraj-omranAim: The aim of this study was investigation about relationship between personality and university factors and academic motivation of Mazandaran Islamic Azad University students. Methods: The sample of this study was 565 students from Behshahr, Aiatallah Amoli and Cha MoreAim: The aim of this study was investigation about relationship between personality and university factors and academic motivation of Mazandaran Islamic Azad University students. Methods: The sample of this study was 565 students from Behshahr, Aiatallah Amoli and Chalous branch of Islamic Azad University. From every technical, humanistic and basic science academic group one class from first and last term randomly was selected. The instruments of this study were NEO, student’s academic motivation questionnaire and university factors questionnaire. Data was analyzed by independent t-test, variance analyze, Pierson correlation and regression. Result : Three personality factors, openness to experience, conscientiousness and extroversion have the most correlation with academic motivation, respectively. Diploma scores average, satisfaction from academic situation, lectures interaction with students, hope for employment, academic and welfare facilities and staffs interaction with students have more role in accounting variation of academic motivation , respectively. The academic motivation mean of technical academic group is significantly more than humanistic science and basic science academic groups. Moreover, the academic motivation mean of the first year students is significantly more than last year students. Also, the girls’ academic motivation mean is significantly more than sons’ academic motivation mean. Conclusion: There are positive relationship between openness to experience, conscientiousness , extroversion, satisfaction from academic, welfare situation and academic motivation lectures and staffs interaction with students, diploma score average, hope for employment and academic motivation. Manuscript profile -
Open Access Article
23 - Relationship between School Bonding and Academic Motivation mediated by Academic Self-efficacy in Students
Bahar Ghazaii Rafigh HasaniThe purpose of this research is to determine the relationship between the School bonding with with academic motivation based on the mediating role of academic self-efficacy in third grade students in Sanandaj. The research method was correlation and using the structural MoreThe purpose of this research is to determine the relationship between the School bonding with with academic motivation based on the mediating role of academic self-efficacy in third grade students in Sanandaj. The research method was correlation and using the structural equation model. The research population consisted of all 3rd grade students in 3199 students, of which 310 were selected by random cluster sampling. Data were gathered using Hartler's academic motivation, Maddox and Prince School bonding, and Jink and Morgan's Academic Admission Questionnaire. To measure the reliability of the data gathering tool, a partial least squares structural equation model has been used. The composite reliability of the student's motivation is ./88 And also Cronbach's alpha of ./90 Also, the composite reliability of the Academic Self-efficacy is ./92 And its Cronbach alpha ./87 Finally, the combined composite reliability of the School Bonding is ./89 And also Cronbach's Alpha Is ./85. The results of the study showed that there is a significant relationship between the School bonding with academic self-efficacy and academic motivation and between self-efficacy and academic motivation. Self-efficacy has a mediator role between the relationship between the relationship with the school and the academic motivation. Also, 34% of school children's motivation changes can be predicted by School bonding and self-efficacy, and according to the results of the research, attention to School bonding and self-efficacy variables is recommended to increase academic motivation. Manuscript profile -
Open Access Article
24 - Investigating the Effect of Participatory Learning on Individual Self-Efficacy and Student motivation With the Approach of Jig Saw
Ali Khalegkhah Nasrin Oroojy Habibeh NajafiThe purpose of this study was to investigate the effect of participatory learning of Jig-Saw on academic motivation self-efficacy and of secondary high school students. This study was semi experimental carried out in two groups of control and the experiment (pre-test an MoreThe purpose of this study was to investigate the effect of participatory learning of Jig-Saw on academic motivation self-efficacy and of secondary high school students. This study was semi experimental carried out in two groups of control and the experiment (pre-test and post-test). The statistical population of this study includes all students of the 10th grade high school of Enbrand in the academic year of 2016 with a total of 2958 people. The sample size was estimated by Kerjesi-Morgan table 62 number Which were selected through available sampling. The data gathering tool included two standard questionnaires - Harter's academic motivation (1981) and Sherer; s Individual self-efficacy (2003). data were analyzed using SPSS18 software. Results: The results of the findings showed there was a significant difference between the academic motivation (F = 950/371; p < 0.05) and individual self-efficacy (F = 1374/436; p < 0.05). The participatory learning method is effective in increasing the students' academic motivation and self-efficacy compared with the traditional lecture method. Manuscript profile -
Open Access Article
25 - Modeling of academic self-handicapping in university students of Tehran
Mohammad SayyedSalehi Noorali FarrokhiThis research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected from the universit MoreThis research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected from the universities of Allameh Tabataba’i, Tehran, south branch of Payam-e-Noor & south branch of Islamic Azad through voluntary sampling. The research tools was include the NEO-FFI, perfectionism Multidimensional Questionnaire, General self-efficacy Questionnaire, classroom motivational scale, Jones & Rhodewalt academic self-handicapping Questionnaire, Rosenberg self-esteem Questionnaire. The data were analyzed using structural equations modeling. The findings provided a robust support for the hypothesized structural relationships and show that personality traits, perfectionism, self-esteem, academic performance and academic motivation could directly affect academic self-handicapping and self-efficacy could indirectly affect academic self-handicapping with the mediating effects of academic performance. Also personality traits and perfectionism could indirectly affect academic self-handicapping with the mediating effects of academic performance and academic motivation. With the increase in neuroticism and by reducing the openness experience, academic self-handicapping will likely emerge and also high level of self-esteem, self-efficacy and academic motivation Will lead to lower levels of academic self-handicapping but high level of perfectionism and academic performance Increases the academic self-handicapping behaviors. Manuscript profile -
Open Access Article
26 - Identifing the factors that affect management student’s motivation
Mohammad Amin Alizadeh Hamid Reza Parvazi Mohammad Hosien RahmatiThe survey of factors that affects students schooling motivation, is the important issue. Hence, this study examines the factors affecting motivation of the students in the field of management. The hypothesis of this study, 136 students from various academic disci MoreThe survey of factors that affects students schooling motivation, is the important issue. Hence, this study examines the factors affecting motivation of the students in the field of management. The hypothesis of this study, 136 students from various academic disciplines and trends in the management of a class of six universities were selected and questionnaires were distributed among them. To test the research hypotheses in addition to descriptive statistics, structural equations were used. According to research findings, among 5 examined factors, include educational and academic factors, social factors, measures of student activities, human factors around the student and the physiological and psychological factors, the main approved factor is the physiological and psychological factor. It was also cleared that there was no significant difference in motivation between gender and the level of motivation and between major and this level. On the other hand, there is a significant direct correlation among the motivations of this and degree. Manuscript profile -
Open Access Article
27 - Designing and Validating the Model of Compassion-Oriented Academic Motivation for Secondary School Students from the Experts' Point of View
alireza rayati badi mohamadhosein falah yakhdani saeed vaziri marye dehagaan najmae sadrposhanThe aim of the current research was to design and validate the model of compassion-based academic motivation for second-secondary students from the point of view of experts, who tried to achieve their goals by using the paradigm of interpretivism, with the approach of s MoreThe aim of the current research was to design and validate the model of compassion-based academic motivation for second-secondary students from the point of view of experts, who tried to achieve their goals by using the paradigm of interpretivism, with the approach of social constructionism with inductive reasoning and with a qualitative research plan. did The statistical population of the research in the qualitative part included counseling and psychotherapy specialists from the second secondary schools of Natanz city, who were selected using the purposeful sampling method and based on the entry and exit criteria for the research. The statistical sample size was based on theoretical data saturation (15 people). The statistical population in the quantitative and validation part of the educational package and the research model included all counseling and psychotherapy specialists of the second secondary schools of Natanz city (100 people). The research tool was a semi-structured interview and the data was analyzed in two parts, qualitative and quantitative, using relevant methods. In the qualitative part and answers to the first, second and third questions of the research, qualitative analysis was used and these questions were answered using structural analysis. To answer the fourth question and validate, content validity ratio index (CVR) and content validity index (CVI) were used. The findings of the research showed that the model of compassion-oriented academic motivation has 10 main themes, including non-materialism, relaxation techniques, legal education, removing obstacles to compassion, conceptualizing compassion to others, Improving the facilitators of compassion, solving the basic issues of compassion, illustrating activities based on compassion to others for students, imagining and finally teaching compassion to others; And 28 is a sub-theme and has the necessary validity and reliability. Manuscript profile -
Open Access Article
28 - Predicting Sstudents' Academic Motivation Based on the Type of Teacher's Feedback, Considering the Mediating Role of Students' Mentality
talat sabbagh hasanzadeh seyed kazem shadmandThe purpose of the present study was to investigate the students' academic motivation based on teachers' feedback, considering the mediating role of students' mentality. The study was applied in terms of purpose and descriptive-correlational terms of implementation with MoreThe purpose of the present study was to investigate the students' academic motivation based on teachers' feedback, considering the mediating role of students' mentality. The study was applied in terms of purpose and descriptive-correlational terms of implementation within the framework of structural equation modeling. The statistical population was 380 people numbers from the female students of the first secondary school of Mashhad, who were selected as a sample by the multi_stage cluster method and using the Morgan's table. Data collection tools was a questionnaire designed by the researcher to assess teacher' feedback based on the model of Butler and Wayne and Farar et al, students' mentality questionnaire from Katamiso and Lu and academic motivation questionnaire from Harter. SPSS and AMOS software were used for data analysis. The results showed that effort-oriented and ability-oriented feedback can investigate academic motivation both directly and by mediating students' mindsets. In addition, the results showed that growth mindset and static mindset were directly related to academic motivation. When teachers see students as hard-working people and give them this attitude in the form of feedback, it affects their mentality, and as a result, by creating a growing mindset about their abilities and feelings, they motivate them more academically. Manuscript profile -
Open Access Article
29 - The Effect of Self-Regulation Strategies on Academic Motivation and Test Anxiety in Students
Hakimeh Jalilzadeh Heidar Ali ZareiThe present research has studied the Effect of self-regulation strategies on academic motivation and test anxiety in first high school ninth-grade girls. In this regard, 55 people of ninth-grade female students in Tasuj are placed in two experimental and control groups MoreThe present research has studied the Effect of self-regulation strategies on academic motivation and test anxiety in first high school ninth-grade girls. In this regard, 55 people of ninth-grade female students in Tasuj are placed in two experimental and control groups by simple random sampling method. First, the subjects were tested by academic motivation and test anxiety pre-exam. Then 8 self-regulation strategies sessions for 100-minute were taught to the experimental group. During this period the control group received no intervention. The research instruments, Academic Motivation Inventory (AMS) by Valrandand coworkers (1992) with Cronbach''salpha between 0.83 and test anxiety questionnaire by Phillips (PAQ) with 0.82 Cronbach''s alpha was used, which was conducted in two groups pre-test and post-test. Data were analyzed using one-way covariance and by SPSS software. The results showed that there was a significant difference between control and experimental group students in academic motivation subscales (internal, external and amotivation) and test anxiety Manuscript profile -
Open Access Article
30 - Designing and Testing the Pattern of the Effect of Academic Self-Steem and Academic Emotions on Academic Performance by Considering the Mediating Role of Academic Motivation in Students
Saeed Bakhtiarpoor Laheg Mehri Zahra Eftekharsoadi Rezvan HomaieThe aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of I MoreThe aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413); academic motivation whit academic performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result. Manuscript profile -
Open Access Article
31 - Structural Equation Modeling of the Relationship Between Goal Orientation and Attitudes Toward Cheating: Academic Motivation as a Mediating Variable
Nafiseh BBakhtiyari Khoei Esmaeil SoleymaniIn present research the structural equation modeling of the relationship between goal orientation and Attitudes toward cheating with mediating role of academic motivation was studied. In a descriptive correlational study, 110 students were selected with simple rand MoreIn present research the structural equation modeling of the relationship between goal orientation and Attitudes toward cheating with mediating role of academic motivation was studied. In a descriptive correlational study, 110 students were selected with simple random sampling method from 185 dishonest students who were received warning letter from university disciplinary committee within the period of 2013-2017. They completed goal orientation, attitude to cheating and academic motivation scales. For analysis, structural equation modeling(SEM) was used. The results showed that the standard coefficients of goal orientation to academic motivation (β=0.53), goal orientation to attitude toward cheating (β=0.69) and academic motivation to attitude to cheating (β=0.39) paths were significant. As well as bootstrap test results demonstrated that goal orientation to attitude to cheating by mediating of academic motivation indirect path (β=0.39) was significant. According to these findings academic motivation can affect the relationship between goal orientation and attitude to cheating Manuscript profile -
Open Access Article
32 - The Effectiveness of Communication Skills Training on Academic Motivation and Academic Adjustment of High School Students
jafar bahadorikhosroshahi Ramin Habibi KaleybarThe aim of this study was to determine the effect of communication skills training on the academic motivation and academic adjustment of high school students. A quasi experimental design was employed with pretest, posttest and control group. The population of this study MoreThe aim of this study was to determine the effect of communication skills training on the academic motivation and academic adjustment of high school students. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all high school students in Ilkhchi studing in the academic year 2016-2017. The sample consisted of 52 students who were selected by multistage cluster sampling and randomly assigned to two groups (N=25) and control (N=27) were assigned. The data collection instrument was the academic adjustment and academic motivation questionnaire that all participants completed as the pre-test. Then, the communication skill training was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic motivation and academic adjustment of high school students. In fact, communication skills increase studentsʼ intrinsic motivation, extrinsic motivation and academic adjustment and reduce their of motivation. Manuscript profile -
Open Access Article
33 - The Relationship of Using Information Technology with Increasing Motivation of Elementary Students in Empirical Science
Alireza Araghieh Mohammad Hasan Nazari Nabi Aslani -
Open Access Article
34 - The Effect of the E-Bag Software Usage on the Academic Motivation in High School Students
Zahra Ghandali Foruzan Zarabian Fataneh Hassani Jafari Hasan Tajik FilestanStudies showed that among a variety of factors effective on learning and learners’ academic achievement, motivation plays a prominent and perhaps more important role. So, a proper identification and analysis of learners’ motivation are highly significant in MoreStudies showed that among a variety of factors effective on learning and learners’ academic achievement, motivation plays a prominent and perhaps more important role. So, a proper identification and analysis of learners’ motivation are highly significant in the effectiveness of teaching-learning activities. The present study aimed to investigate the impact of E-bag software usage on the academic motivation of female second grade high school students in biology course in Pakdasht Town in both intelligent and ordinary schools in 2013-14. It was an applied research and was done in quasi-experimental method with pre-test and post-test. The statistical population was all the female students in second grade high school in experimental sciences field. This research has been done through cluster random sampling with 120 students in two experimental and control groups. A framework was used in which 60 students from the intelligent schools and 60 students from ordinary schools were selected. The tool used in this study was academic motivation questionnaire. The experimental group has used the E-bag software for a period of three months while the control group was trained in a traditional method. The data was analyzed using multivariate variance and covariance analysis. The results of the study showed that after using the E-bag software a significant difference in the academic motivation scores of the students in experimental group was seen compared with the control group. The results indicated the positive role of using the E-bag software in better learning and deepening the impact of teaching biology course in the students. Manuscript profile -
Open Access Article
35 - The Effect of Using Educational Software on Students’ Active Learning of Mathematics: A Constructivist Approach
Dariush Noroozi Farshideh Zameni Soheila SharafzadehThe purpose of the present research was to investigate the effect of using educational software on the fifth grade students’ active learning of mathematics course in Babol City (with a constructivist approach). The method of research was quasi-experimental with a MoreThe purpose of the present research was to investigate the effect of using educational software on the fifth grade students’ active learning of mathematics course in Babol City (with a constructivist approach). The method of research was quasi-experimental with a pre-test/post-test design with a control group and an experimental group. The statistical population included all 1287 fifth grade students in 2012, among whom a total of 50 students were selected through cluster random sampling method. In order to assess the participants’ academic achievement, a paper and pencil test of mathematics was designed. The reliability coefficient of the test was estimated in a pilot study to be 0.85. To determine the subjects’ degree of academic motivation, and to assess their creative learning, Harter’s standard questionnaire and Torrance’s standard questionnaire of creativity were used, respectively. The participants were taught through using ActivInspire software. The implementation phases of the study included giving the pre-test, verifying the homogeneity of the two groups (control and experimental), teaching via media using ActivInspire software, giving the post-test and completing the questionnaire. The data were analyzed in SPSS software by taking independent t test. Results of the analysis revealed that using the educational software was effective on the subjects’ academic achievement and improved their motivation for active learning of mathematics, but it did not have influence on their creative learning of mathematics. Manuscript profile -
Open Access Article
36 - The Effect of Augmented Reality on Self-Efficacy and Educational Motivation of Students in Qods City, Tehran Province
Alireza Badele Maryan Uojaghi Abdolrahim JahedThe purpose of this study was to investigate the effect of augmented reality education on self-efficacy and academic motivation of students in Qods city. The research methodology was quasi-experimental with pre-test and post-test design with control group. The statistic MoreThe purpose of this study was to investigate the effect of augmented reality education on self-efficacy and academic motivation of students in Qods city. The research methodology was quasi-experimental with pre-test and post-test design with control group. The statistical population consisted of all primary students in Qods city. The sample size was selected using multistage cluster sampling from schools of Qods city, and Kowsar girls' primary school was selected, which has 423 students. From the first to the sixth grade of Kosar primary school, the third grade, with 60 students, was selected because of their first familiarity with the classification of animals and vertebrates. Of these students, students with a very good grade, ages 9 to 10 years, and a very good (descriptive) discipline score were selected, which generally 42 students were selected as the sample. The instruments used for this study were Valerand's motivation questionnaire (2013) and the efficacy of Sher et al. (1982) which had 28 and 17 items, respectively. The validity of the questionnaires was reviewed and confirmed by various researches, and the reliability of the questionnaires was 0.73 and 0.76 respectively.. Kolmogorov–Smirnov test and analysis of variance and multivariate covariance analysis (Manova) were used to analyze the data. The results of this study showed that the augmented reality learning method has a positive effect on self-efficacy, internal motivation for knowing, internal motivation for doing work, internal motivation for stimulation, replication adjustment, confrontation and externality adjustment, and negatively affect students' self-efficacy. (p <0.05). Manuscript profile -
Open Access Article
37 - The Relationship Teachers Attitude toward the Use of Educational Technologies in Teaching Process with Motivation and Academic Achievement
hamidreza teimoury Samaneh SalimiThe purpose of the present study was to determine the relationship between teachers' attitude towards the use of educational technologies in teaching process with academic motivation and academic achievement of students. This is a descriptive correlational and applied s MoreThe purpose of the present study was to determine the relationship between teachers' attitude towards the use of educational technologies in teaching process with academic motivation and academic achievement of students. This is a descriptive correlational and applied study. The statistical population consisted of all teachers of the first high school of Mirjaveh (286). The statistical sample was selected by Cochran formula and 164 individuals were selected through simple random sampling. Three questionnaires of academic achievement (Asadi & Gangi, 2010), academic motivation (Rashid et al, 2012) and educational technology (Satari et al, 2011) were used for data collection. The face validity of the tool has been confirmed by experts and experts. Cronbach's alpha was 0.75, 0.78 and 0.71, respectively. Pearson correlation coefficient, independent t-test and one-way ANOVA were used to analyze the data. The results showed that there is a significant relationship between teachers' attitude towards the use of educational technologies in teaching process with academic motivation, academic achievement and between educational attitudes and students' academic achievement, and between teachers' attitude towards the use of educational technologies in teaching process, There is no difference in gender and field of instruction, but there is a significant difference in teaching history. Manuscript profile -
Open Access Article
38 - Investigating the effect of online multiplayer game in a participatory situation on students' academic motivation and learning
Eskandar Alijani Alijanvand Hasan rashidi safiye Abdollahi Milad Aghveranluei Mehran DasturaniThe purpose of this study is to determine the effectiveness of online multiplayer game in a participatory situation on academic motivation and learning. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical popu MoreThe purpose of this study is to determine the effectiveness of online multiplayer game in a participatory situation on academic motivation and learning. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical population of the study includes all sixth grade male students in Tehran who were studying in the academic year 1400-1401. Two schools and two classrooms were selected as a sample by using purposive sampling method and 50 students participated in this study. The tool for collecting academic motivation data was the standardized questionnaire by Pour-Agha Rudbardeh and Talepasand, which was designed for the seventh grade . A four-choice teacher-made test was used to collect variable learning data. The validity of this test was determined at the appropriate level according to the use of the table of specifications, opinion of teachers and experts. Its reliability was also observed through K- 21, 0.71. The results obtained from univariate and multivariate analysis of covariance showed that the significance level is less than 0.05 (p <0.05). Thus, the statistical null hypothesis was rejected, it was found that there is a significant difference between the experimental and control scores in the scores of academic motivation and learning. Manuscript profile -
Open Access Article
39 - The effect of Shad application on academic motivation and activity of first grade high school students in Sari, in Persian literature course during the Corona period
robabe abbasi sahebi yasaman modanloThe aim of this study was to investigate the effect of Shad application on academic motivation and activity of first grade high school students in Sari in Persian literature during the Corona period. This method of study was quasi-experimental by a pretest-posttest desi MoreThe aim of this study was to investigate the effect of Shad application on academic motivation and activity of first grade high school students in Sari in Persian literature during the Corona period. This method of study was quasi-experimental by a pretest-posttest design, with a control group, and a one-month follow-up period. The statistical sample included 30 first grade high school students in Sari, who were selected by simple random sampling and assigned by random assignment to experimental and control groups (15 persons in each group). The Experimental group studied literature for 2 months and two 90-minute sessions each week using Shad application. But the Control group learned literature lessons using PDF files. The used tools included the Educational motivation of Walrand et all (1992), and Agency as a fourth aspect of Students engagement during learning activities of Reeve, J and Tseng, M (2011) Questionnaires. The result showed an increase in academic motivation and activity of students in the Experimental group compare to the Control group. Since Shad application leads to increase academic motivation and activity, therefore, it can be used as an effective application in schools. Manuscript profile -
Open Access Article
40 - A Study of the Relationship between the Rate of Addiction to Internet with Academic Motivation and Social Development among High School Students in Mazandaran Province
Fazileh Rohani Saeedeh TariThe purpose of the survey was to study the relationship between the rate of addiction to internet with academic motivation and social development. The method of the research was descriptive correlation. The statistical population included all high school students of Maz MoreThe purpose of the survey was to study the relationship between the rate of addiction to internet with academic motivation and social development. The method of the research was descriptive correlation. The statistical population included all high school students of Mazandaran province which consisted 99328 ones. 417 students were selected as statistical sample. Yang’s internet addiction questionnaire, with a reliability index of 0/95, Wailand’s standard growth development questionnaire with a reliability index of 0/92 and a researcher-made questionnaire with a reliability index of 0/86 were used as the measurement tools. Formal and content validity of the tools were examined and confirmed by the related experts. The data were analyzed by both descriptive statistics including frequency and percentile tables, mean and standard deviation, and by inferential statistics including Pearson correlation coefficient and t test. The results showed that there was no significant difference between boy and girl students in urban and rural areas, but there was a significant reverse relationship between internet addiction and academic motivation among urban and rural students. There was also a significant reverse relationship between internet addiction and academic motivation between boy and girl high school level students in urban and rural areas. Manuscript profile -
Open Access Article
41 - A Mixed-methods Approach to Investigating Iranian EFL Learners’ Attitudes towards Academic Motivation in Learning Vocabulary
Nassim Golaghaei Hengameh Arefinezhad -
Open Access Article
42 - Relationship Between Classroom Social Context and Academic Engagement: The Mediation Roles of Self-System Processes, Academic Motivation and Emotions
Zeinab Rabbani Siavash Talepasand Esaac Rahimianboogar MohammadAli MohammadifarThe aim of present study was to investigate the mediating roles of self-system processes, academic motivation and emotions in the relationship between classroom social context and academic engagement. The participants were 586 grade nine students in Tehran. They complet MoreThe aim of present study was to investigate the mediating roles of self-system processes, academic motivation and emotions in the relationship between classroom social context and academic engagement. The participants were 586 grade nine students in Tehran. They completed Academic Engagement Questionnaire (Reeve & Tseng, 2011), Academic Emotions Questionnaires (Pekrun et al., 2005), Academic Motivation Scale (Vallerand et al, 1989), Psychological Needs Satisfaction Scale (Filak & Sheldon, 2003), Teacher Emotional Support Scale (Sakiz, 2007), Autonomy Support (Blackburn, 1998) and Peers Emotional Support (Johnson et al, 1983) subscales. The results of path analysis showed that classroom social context (including teacher emotional support, autonomy support and peers emotional support) have effects on academic engagement through several pathways. Findings indicated that social context factors of classroom had effects on self-system processes (autonomy need satisfaction, competence need satisfaction and relatedness need satisfaction), and these processes influenced academic motivation. Academic motivation had an effect on academic emotions, and academic emotions structurally influenced academic engagement. Therefore, classroom social context had effects on academic engagement by the mediating roles of self-system processes, academic motivation and emotions Manuscript profile -
Open Access Article
43 - A Causal Model of the Effect of Classroom’s Structure on Academic Burnout: The Mediating Role of Motivation
Foozieh Fekry Nojede Mahbubeh FouladchangThe purpose of this research was to examine the mediating role of academic motivation in the relationship between classroom structure and academic burnout. Seven hundred and twenty students were selected from high schools of Tehran during the academic year of 2016-2017b MoreThe purpose of this research was to examine the mediating role of academic motivation in the relationship between classroom structure and academic burnout. Seven hundred and twenty students were selected from high schools of Tehran during the academic year of 2016-2017by random cluster multi-stages sampling method. The participants completed the School Burnout Inventory (Bresó, Salanova & Schaufeli, 2007), the Academic Motivation Scale (Vallerand & et‎ al, 1992) and the Classroom Structure Questionnaire (Elliot & Church, 2001). The data were analyzed using confirmatory factor analysis and structural equation modeling. The results indicated that a) the model had good fit to data, b) the harsh evaluation had a positive and direct effect on educational burnout, and c) attractiveness of task and focus on evaluation had indirect effects on academic burnout through academic motivation. The findings suggested that improvement in classroom structure as well as applying new mechanisms in motivational system may reduce academic burnout. Manuscript profile -
Open Access Article
44 - The Effectiveness of Social-Emotional Learning Program on Academic Motivation and Self-Efficac
Mojtaba Ashouri Rahim Badri Shahram Vahedi Mina MohebbiThe aim of this study was to examine the effectiveness of social-emotional learning program on improving students' academic motivation and self-efficacy. The study design was semi-experimental with pre-test/post-test and control group. The statistical population wa MoreThe aim of this study was to examine the effectiveness of social-emotional learning program on improving students' academic motivation and self-efficacy. The study design was semi-experimental with pre-test/post-test and control group. The statistical population was all high school male students of Zanjan. First, a school was selected by a convenience sampling method. Then the subjects (N=44) were selected in a random sampling procedure, then randomly assigned to two equally divided experimental and control groups. A package for Social-emotional Skills Training was taught to the first group for 12 sessions, each for one hour, while the latter did not receive. The study instruments were Academic Self-efficacy Questionnaire (Greene, Miller, Crowson, Duke, & Akey, 2004) and Harter's Academic Motivation Questionnaire (1981). The results suggested that the social-emotional learning training had a significantly positive affect on academic motivation and academic self-efficacy and also social-emotional learning remained a great factor affecting learning motivation and academic self-efficacy. Hence, educational experts are suggested to pay special heed to the function of the social-emotional learning in order to train students with high academic motivation and self-efficacy. Manuscript profile -
Open Access Article
45 - The relationship between Cheating Behavior and Cognitive-Emotional Trust: Mediating Role of Academic Motivation and Attitude Towards Cheating among students
Marjan Ghorbani Fard Mojgan Sepahmansour Afsaneh GhanbaripanahBackground: It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. The purpose of the present study was to investigate the mediating role of academic motivation and attitude towards cheat MoreBackground: It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. The purpose of the present study was to investigate the mediating role of academic motivation and attitude towards cheating in relationships of cognitive-emotional trust with cheating behavior in students.Methods: The structural equation modeling correlation was the method used in this research. The statistical population of this study consisted of 384 students selected from all male second-high schools in 4 districts of Tehran in the academic year 2018-2019. The sample size was chosen using the cluster random sampling method. To collect data, Cognitive -Emotional Trust Scale, the cheating Behavior Questionnaire, The Academic Motivation Questionnaire, Academic Motivation Questionnaire, and the Attitude Towards Cheating Questionnaire were used. For data analysis, used Pearson’s correlation with SPSS 22 and structural equation modeling using AMOS 18 software were used. Mediation relationships of the final model were also tested using bootstrap (α = 0.05).Results: The results show that the fit indices of the research model include the chi-square index (χ2=9.28), relative chi-square (df2=2.32), goodness-of-fit index (GFI=0.991), the comparative fit index (CFI = 0.973), and the root mean square error of approximation (RMSEA = 0.05) indicate the goodness fit of the modified model.Conclusion: Since the findings of this study showed that the intermediary role of academic motivation and attitudes to cheat can affect the relationship between fraud and cognitive-confidence behavior Manuscript profile -
Open Access Article
46 - Effects of Gamification on Self-confidence and Academic Enthusiasm of Primary School Students
Zeinab Karami Baharak Shirzad kebria Saeid BroomandfarThe present study was conducted with the aim of investigating the effect of gamification on self-confidence and academic enthusiasm of primary school students. For this purpose, 30 students were randomly selected from the sixth grade students of District 1 of Tehran cit MoreThe present study was conducted with the aim of investigating the effect of gamification on self-confidence and academic enthusiasm of primary school students. For this purpose, 30 students were randomly selected from the sixth grade students of District 1 of Tehran city who were studying in the academic year of 2011-2014 and the accident was divided into two experimental and control groups. The students of the experimental group received math lessons using gamification during 10 sessions of 30-45 minutes. In order to check the level of self-confidence and academic enthusiasm, Rosenberg's self-confidence questionnaires (1995) with a validity of 0.79 and Fredericks et al.'s academic enthusiasm questionnaire (2004) with a validity of 0.71 were used. In addition, to analyze the results, univariate (ANCOVA) and multivariate (MANCOVA) covariance analysis tests were used with SPSS 24 software. The results of this research showed that gamification has an effect on the self-confidence and academic enthusiasm of primary school students both together and separately. Manuscript profile -
Open Access Article
47 - Relationship between Quality of Learning Experiences & Academic Self-Efficacy with Mediating Role of Academic Motivation (Sample Study: Female High School Students)
Maryam Gholizadeh Behrang EsmaeilishadThe aim of this study was to explain the relationship between quality of learning experiences and academic self-efficacy with the mediating role of academic motivation. The study is applied in terms of purpose and the nature of the research is a descriptive correlation. MoreThe aim of this study was to explain the relationship between quality of learning experiences and academic self-efficacy with the mediating role of academic motivation. The study is applied in terms of purpose and the nature of the research is a descriptive correlation. The statistical population included all female high school students in Shirvan. Using Cochran's formula, the statistical sample size was estimated to be 235 people. 220 questionnaires were returned. Data collection methods include two methods of library and field study. The data collection tools were questionnaires: Morgan-Jenks (1999) Academic Self-Efficacy Questionnaire, Newman (1990) Quality of Learning Experiences Questionnaire, Harter Academic Motivation Questionnaire (1981). The research instrument had face and content validity and reliability was calculated using Cronbach's alpha coefficient of 0.88, 0.74 and 0.77, respectively. Research data were analyzed using SPSS and PLS software. The results of descriptive statistics showed that the authors of academic self-efficacy and academic motivation are at a very good level and the quality of learning experiences is at an average level. Inferential analysis also showed that there is a relationship between the quality of learning experiences and academic self-efficacy with the mediating role of academic motivation in female high school students in Shirvan. Manuscript profile -
Open Access Article
48 - Comparison of Academic Motivation, Social Competence and Academic Identity of Children of Single-parent Families and Nuclear Families
raheleh shukuhi leyla bizhanikashkak fatemeh khazaeipoolThe purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent MoreThe purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent families and 50 children of nuclear families who were homogeneous in terms of their age. The study made use of the inventory of school motivation (ISM) (McInerney & Sinclair, 1992), adolescent multidimensional social competence questionnaire (AMSC-Q) (Gómez-Ortiz & et al., 2017) and academic identity status questionnaire (AISQ) (Wass & Isaacson, 2008). In this study, Multivariate analysis of variance (MANOVA) was used for data analysis. The results of multivariate analysis of variance showed that there is a difference between academic motivation, social competence and academic identity among children of single-parent families and nuclear families. In this way, the children of single-parent families have lower scores in academic motivation, social competence and academic identity (achievement) than the children of nuclear families. The results also show that children of single-parent families have higher scores in academic identity (moratorium, diffusion and foreclose) than children of nuclear families. These results have important implications for family structure for their children's academic functions. Accordingly, educational psychologists and educational counselors can benefit from the results of the present study to improve the educational problems of single-parent children. Manuscript profile -
Open Access Article
49 - The Desirable Characteristics of the Professors as Perceived by Students in IAU
Firuz Kiomarsi Kambiz Kamkari Shohreh ShokrzadehAbstract The main purpose of the present research is to study the desirable characteristics of the professors as perceived by students in Islamic Azad University (IAU), Islamshar branch. The focus of study is mainly investigating the instructional, behavioral, and ethi MoreAbstract The main purpose of the present research is to study the desirable characteristics of the professors as perceived by students in Islamic Azad University (IAU), Islamshar branch. The focus of study is mainly investigating the instructional, behavioral, and ethical characteristics of the professors as perceived by the students of art, engineering, humanities, basic sciences, and physical education. The population of the study included all the students in IAU, Islamshahr branch in the above fields. Out of them 600 students were selected (120 from each of the above fields) using systematic random sampling. Data were collected using a researcher-made questionnaire reliability index of 0.87. The results of one-sample t test and ANOVA indicate that instructional and behavioral characteristics are the major characteristics of professors as perceived by students of art, basic sciences, and physical education. Manuscript profile -
Open Access Article
50 - The mediating role of emotional safety in the relationship between cognitive emotion regulation and academic motivation
leila Bakhshi Sooreshjani Eshrat GholamzadehThe aim of this study was to mediate the role of emotional safety in the relationship between cognitive emotion regulation and academic motivation. The research method was applied in terms of purpose and descriptive-correlational in terms of collection method. The stati MoreThe aim of this study was to mediate the role of emotional safety in the relationship between cognitive emotion regulation and academic motivation. The research method was applied in terms of purpose and descriptive-correlational in terms of collection method. The statistical population of the study consisted of all female high school students in Behbahan in 2016-2017, of which 350 were selected through random sampling of multi-stage clusters. . Harter Academic Motivation Scale (1981), Emotional Safety Scale by Bruner et al. (2008) and Garnfsky, Craig and Spinhaven (2002) Cognitive Emotion Regulation Questionnaire were used to collect data. Pearson correlation coefficient and multiple regression were used to analyze the data. Findings showed that among the components of cognitive emotion regulation, respectively; Blaming others, self-blame, positive refocusing, rumination, and catastrophe all have an effect on academic motivation. Also, the components of blaming others, positive refocusing, rumination, and catastrophizing affect emotional safety. Findings also showed that the direct effect of cognitive emotion regulation on emotional safety is positive and significant, also the direct effect of cognitive emotion regulation on academic motivation is positive and significant. Conclusion: In general, it can be concluded that academic motivation and emotional safety can be predicted through cognitive regulation of emotion. Manuscript profile
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