The Explanation and Prediction of the Student's School Performance on the Basis of Explanation of Internal Motivational Factors with Structured Functional Model at Rural in Sanandaj City High Schools

Abstract

The main aim of the present study was to test a motivational model to explain the conditions in which rural high school students form their school performance. The model argues that motivational variables motivate school performance whereas this motivation can be either supported in the classroom by autonomy-supportive teachers, or it would be frustrated by controlling teachers. LISREL analyses of questionnaire data obtained from 365 rural high school students showed the degree of perceived value of schooling predicted students’ self-determined motivation and perceived competence. The provision conditions of autonomy support within classrooms predicted perceived competence and school performance.