Study of relation between intelligence beliefsand father-child relationshipwith the achievement motivation inmale student's

Abstract

The current study aimed was conducted to investigation the relationship between intelligence beliefs and father-child relationship with academic achievement motivation in male high school students in Shushtar in a correlational study. The population of this study included all male high school students in Shushtar in the 2017-2018 academic year. 366 male students were selected based on Krejcie and Morgan sampling table and according to the population size (3323 people) using multi-stage clustering random sampling method. In this study, students respond the Achievement Motivation Questionnaire (AMQ), the Implicit Theory of Intelligence Scale (ITIS) and the Parent-Child Relationship Scale (PCRI). Data were analyzed using Pearson correlation coefficient and multiple regression analysis and SPSS-22 statistical software. The results showed that there is a positive and significant relationship between incremental intelligence beliefs and father-child relationship with academic achievement motivation in students and there is no relationship between innate intelligence beliefs and academic achievement motivation. Also, the regression analysis results showed that among the predictor variables of incremental intelligence beliefs and father-child relationship significantly predict the motivation of students' academic achievement. According to results we can be conclude that students who believe to the flexibility and enhancement of intelligence and a close relationship with their father,, they have more academic achievement motivation, but students who believe to have intrinsicity of intelligence will not necessarily have more academic achievement motivation.