Abstract
This study explored the effective factors on students’ motivational beliefs (familial, individual, academic and environmental) among Iranian students. The data are derived from a survey using a standard questionnaire with adequate validity and reliability. The participants of the study were selected from high school students in Tehran (total = 518; female = 293 (56.6%) and male = 225 (43.4%)) through random sampling and within the age group of 15-18 in May 2010. The data was analyzed with the help of Independent Sample Tests, Pearson Correlations and Multiple Regressions. The results revealed that there is a significant relationship between the above mentioned factors and students' motivational beliefs. The effective factors, in the order of their importance are: environmental factors, individual factors and academic factors. It was observed that familial factors do not have a significant effect on students' motivational beliefs; however this result was different between male and female participants.
Highlights
This study explored the effective factors on students' motivational beliefs among Iranian students
The results of the survey administered to students revealed that the most important effective factors influencing their motivational beliefs can be put in the following order: environmental factors, individual factors, academic factors and familial factors
It further revealed that the effective factors influencing male students' motivation are in the following order: environmental factors, individual factors, academic factors, and familial factors
Summary
The participants in this study were 518 students including 293 females (56.6 %) and 225 males (43.4 %) aged 15 -18 with the mean age of 16.16 years old and standard deviation of 0.93. 41.1 percent of the students were in the first grade in high school, 29.2 percent in the second grade and 29.7 percent in the third grade. The reliability of each area of this scale for an Iranian student population was as follows: value (0.72), expectancy (0.73), affect (0.72), cognitive strategies (0.71), and metacognitive strategies (0.69). The reliability of each of the five factors for the Iranian population was as follows: academic selfperceptions (0.72), attitude toward teachers (0.87), attitude toward school (0.90), goal valuation (0.77), and motivation/self-regulation (0.86). The researcher designed a 43-item questionnaire with a 5-point Likert type of answer This scale measures seven factors: teacher‟s behavior, teacher and student interactions, education method, assessment method, reward and punishment system, learning program or goals and expectations, and educational materials. For assessing environmental factors (including social values and culture), the researcher constructed an 11-item questionnaire and employed a 7-point Likert type agreement scale ranging from 1 to 7, where 1 represented "strongly disagree" and 7 represented "strongly agree". Descriptive statistics (frequency, percentage, mean and standard deviation) were used for the description of data, and inferential statistics (independent Sample Test, Pearson Correlation and Multiple Regression) were used for analysis
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