Academic Motivation Questionnaire Research Articles

Self-Regulation and Academic Motivation as Correlates of Academic Performance of Secondary School Students in Orumba North L.G. A. of Anambra State

The study aimed to investigate the self-regulation and academic motivation as correlates of the academic performance of secondary school students in the Orumba North local government area of Anambra State. A correlation research design was employed in the study. The population of the study comprised 1,490 Senior Secondary two (SS 2) students in the 14 public secondary schools in Orumba North Local Government Area of Anambra State. The sample comprised 500 Senior Secondary Two (SS 2) students obtained through a simple random sampling procedure. Two research questions and two hypotheses guided the study. Three instruments used for data collection were the Academic Performance Questionnaire (APQ), the Self-Regulation Questionnaire (SRQ), and the Academic Motivation Questionnaire (AMQ ) which were validated by three experts in Measurement and Evaluation and Educational Psychology from Nnamdi Azikiwe University, Awka. The reliability of the instruments was determined using the Cronbach alpha method which yielded 0.70, 0.73 and 0.75 for APQ, SRQ and AMQ respectively. Pearson's Product Moment Correlation and simple linear regression were used to analyze the data. The study findings revealed a medium relationship between self-regulation and academic performance of secondary school students as well as a high relationship between academic motivation and the academic performance of secondary school students. Further findings revealed that there was no significant relationship between the self-regulation and academic performance of secondary school students and that there was a significant relationship between academic motivation and the academic performance of secondary school students. The discussion was based on the study findings, and it was recommended among other things that students should be exposed to regular diagnostic and counselling sessions with specialists attending to their academic needs. With this, those facing self-regulation and academic motivation challenges will be directed aright to positively influence their academic performance.

Students’ psychological variables connection with secondary school students’ academic performance in mathematics

PurposeThe study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.Design/methodology/approachFour hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.FindingsThe study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.Originality/valueThe major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

Academic Motivation and Social Support: Mediating and Moderating the Life Satisfaction and Learning Burnout Link.

The phenomenon of university students' learning burnout has attracted the research of many scholars because of its typicality. This study aims to explore the relationship between life satisfaction, academic motivation, social support and learning burnout among university students and its underlying mechanisms. A total of 1917 university students participated in this cross-sectional study. Research instruments included the Adolescent Student Life Satisfaction Scale, University Students' Academic Motivation Questionnaire, Adolescent Learning Burnout Scale and Adolescent Social Support Scale. The data analysis comprised descriptive statistics, correlation analyses, and assessment of multicollinearity through Variance Inflation Factor (VIF). Advanced analyses were conducted using Model 4 for mediation and Model 1 for moderation from the PROCESS macro. (1) life satisfaction significantly and positively predicts academic motivation; (2) academic motivation significantly and negatively predicts learning burnout; and (3) life satisfaction significantly and negatively predicts learning burnout; (4) academic motivation partially mediates the effect of life satisfaction on learning burnout; and (5) social support plays a moderating role in the effect of academic motivation on learning burnout. These results illuminate the complex web of relationships among life satisfaction, academic motivation, social support, and learning burnout. The partial mediating role of academic motivation underscores its significance in the link between life satisfaction and learning burnout. Additionally, the moderating impact of social support emphasizes its role in ameliorating or exacerbating the effects of academic motivation on learning burnout. These findings can help researchers and educators better understand the underlying mechanisms between life satisfaction and learning burnout. Meanwhile, the results of the study can provide practical and effective operational suggestions for preventing and intervening in university students' learning burnout and improving their academic motivation.

Self-efficacy and resilience as predictors of students' academic motivation in online education.

Motivation as a catalyst for human conduct has been associated with lots of variables. However, self-efficacy and resilience as two important components of the individuals' psychological capital have not received enough scientific attention. This gets more significance considering the global COVID-19 pandemic with noticeable psychological consequences for the learners receiving online education. Hence, the current study proceeded to investigate the relationship between students' self-efficacy, resilience, and academic motivation in online education. To this aim, a convenience sample of 120 university students coming from two state universities in south of Iran participated in an online survey. The questionnaires used in the survey included the self-efficacy questionnaire, resilience questionnaire, and academic motivation questionnaire. Pearson correlation and multiple regression statistical methods were applied to analyze the obtained data. The results pointed to a positive relationship between self-efficacy and academic motivation. In addition, those with a higher degree of resilience were found to experience higher academic motivation. Moreover, the results of multiple regression test revealed that self-efficacy and resilience can significantly predict the academic motivation of the students involved in an online mode of education. The research proposes a number of recommendations for developing the learners' level of self-efficacy and resilience through enacting various pedagogical interventions. In this way, a heightened level of academic motivation would enhance EFL learners' learning rate.

Academic Motivation as a Correlate of Academic Achievement in English Language among Senior Secondary School Students in ORLU Education Zone of Imo State

This study investigated academic motivation as a correlate of academic achievement in English language among senior secondary school students in Imo State. The study was directed by three research questions, and three null hypotheses were evaluated at a significance level of 0.05. The correlational research design was used in this study. The area of the study is Orlu Education Zone of Imo State Nigeria. The population of the study consisted of all the 1,569 senior secondary year two (SS2) students in the 156 public secondary schools in Orlu Education Zone of Imo State. The whole population size of 1,569 was used as the sample size because it was considered manageable by the researcher. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2021/20222 academic session. The Students' Academic Motivation Questionnaire was an adapted tool, therefore it underwent face validation by professionals. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.77 was obtained. Frequency counts, percentages and Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypothesis at 0.05 alpha level. The results showed that there is very weak negative and significant association between secondary school students’ academic motivation and their academic achievement in English language. Based on the findings, it was recommended amongst others that since academic motivation did not influence secondary school students’ academic achievement; it is recommended that teachers/parents should find other means of boosting students or their wards’ desire to learn so as to achieve higher academically.

The effectiveness of performance on the academic performance and academic motivation of male students of the second year of high school

Background and Aim: Education is one of the most important institutions of a society that can provide the all-round development of people. In general, the development of individual talents and the consolidation of the foundations of collective life and the creation of understanding between human beings are done in the shadow of education. Therefore, the purpose of this research was to investigate the effectiveness of successful intelligence training on academic motivation and academic performance of boys in the second year of high school. Methods: In terms of purpose, the current research was of applied type and the method of conducting it was quasi-experimental with a pre-test and post-test design with an experimental group and a control group and a three-month follow-up period. Therefore, the statistical population of the research included all the male students of the second year of high school who had referred to a private counseling center in the 7th district of Tehran due to academic problems. 30 people were selected by available sampling and randomly assigned to an experimental group (15 people) and a control group (15 people). Then, Sternberg's (2007) successful intelligence training approach was implemented on the test group. In order to collect data, research tools included Harter's performance questionnaire and academic motivation questionnaire (1981). The subjects of both groups completed the questionnaires at the beginning of the research and then the experimental group was trained according to successful intelligence training, while the control group did not receive any intervention. In the descriptive part, frequency distribution tables were used, and in the inferential part of data analysis, mixed variance analysis with repeated measurements and Bonferroni’s post hoc test and SPSS software version 26 were used. Results: The F value and the significance level of the obtained value were calculated in the variables of academic performance (F = 6.44 and P = 0.002) and academic motivation (F = 7.78 and P = 0.002). Therefore, it can be concluded that the intervention used in this research, i.e. successful intelligence training as an independent variable, significantly caused changes in the dependent variables (academic performance and academic motivation). This means that the changes made in the dependent variables were due to the implementation of successful intelligence training. Conclusion: Based on the available findings, it can be concluded that successful intelligence training can be used to improve the academic status of students.

Using GeoGebra in Teaching Geometry to Enhance Students Academic Achievement and Motivation

The goal of this study was to evaluate the effect of using GeoGebra with the ARCS (Attention, Relevance, Confidence, and Satisfaction) model on academic achievement and motivation. In this regard, an experimental and a control group were constituted. The academic motivation questionnaire (Harter, 1981) was used to measure participant’s motivation. Further, two instances of a multiple-choice questions test on a topic in Geometry were designed to measure student’s academic achievement. In order to collect data, the pre-tests were applied to each group at the beginning of the lessons. The experimental group was taught using GeoGebra and the control group was trained with the traditional teaching method. At the end of the lessons, the post-tests were administered to both groups. The statistical difference between participant’s post-test academic motivation and learning of the experimental and control group was analyzed with ANCOVA after examining the assumptions of this test, namely normality and homogeneity in each group. Results of the study indicated that the scores of academic achievement and motivation in the experimental group were significantly more than that of the control group.

The Effectiveness of Teaching vark Cognitive Learning Styles and Metacognitive Strategies on Students' Academic Motivation

Background and Aim: Research findings support the idea that academic motivation can be improved by providing appropriate models and training; Therefore, the aim of this research was to compare the effectiveness of teaching Wark's cognitive learning styles and metacognitive strategies on students' academic motivation. Method: This was a semi-experimental study with a pre-test-post-test and follow-up design with a control group. The statistical population of the research included all male high school students in Tehran in the academic year 2019-2019. Among them, 69 students were selected and assigned to three target groups (23 people in each group). Wark Fleming and Mills (1998) cognitive learning styles experiment group had ten sessions and Pentrich metacognitive strategies experiment group (2004) had eight 90-minute sessions. All three groups were evaluated in the three stages of pre-test, post-test and follow-up with Harter's academic motivation questionnaire (1981). The data were analyzed with the statistical test of repeated analysis of variance. Results: The results showed that the interventions of wark's cognitive learning styles and metacognitive strategies were effective on the internal motivation to learn (F=20.92, P=0.001) and the external motivation to learn (F=9.26, P=0.001) in both groups. Conclusion: According to the obtained results, these two strategies can be used to improve students' academic motivation and thus help reduce their stress in the learning process.

Comparison of the effectiveness group exploring training and conceptual learning on academic motivation Elementary school 5th Grade Boy students.

Background and Aim: Students experience different emotions in academic situations. Emotions are always present in educational and clinical environments. Academic resilience also refers to high levels of motivation for progress and performance, despite limited conditions. Therefore, the aim of the present study was to determine the effectiveness of teaching compassion, academic counseling based on a narrative approach, on resilience and academic emotions of students with academic failure. Methods: The research method of this research was a quasi-experimental type of research with a pre-test-post-test-follow-up design with a control group, and in terms of its purpose, it was an applied research. The design of this research was three groups (two experimental groups and one control group). The statistical population of the research included male students of the fifth grade of elementary school in Kiyar city in the academic year 2019-1400, and the studied sample included 75 male students, 25 in the exploratory group teaching experimental group, 25 in the conceptual learning experimental group, and 25 in the experimental group. Controls were selected by multi-stage random sampling. The research tool included Harter's (1981) academic motivation questionnaire, whose reliability was 0.89 with Cronbach's alpha coefficient. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics including Bonferroni's post hoc test and multivariate covariance analysis were used in Spss24 software. Results: The findings showed that exploratory group training and conceptual learning have a significant effect on academic motivation (P<0.05). In other words, exploratory group teaching methods and conceptual learning increased the average scores of academic motivation. Also, there is no difference between exploratory group teaching method and conceptual learning method on students' academic motivation. Conclusion: It can be concluded that teachers can use the method of exploratory group teaching and concept learning in the presentation of elementary science lessons, considering the concreteness of the experimental science lesson contentation.

Academic Motivation and Self-Esteem as Correlates of Academic Achievement in English Language among Senior Secondary School Students in Imo State

This study investigated academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Three research questions guided the study while three null hypotheses were tested at 0.05 level of significance. This study adopted correlational research design. The area of the study is Imo State Nigeria. The population of the study consisted of all the 5,498 senior secondary year two (SS2) students in the 456 public secondary schools in Imo State. A sample of 1,200 SS2 English language students was used in this study using proportionate sampling technique. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The students’ Self-esteem Scale (SES) was a 30-items questionnaire used to ascertain self-esteem of SS 2 English Language students. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2019/2020 academic session. Students’ Academic Motivation Questionnaire was an adapted instrument and therefore subjected to face validation by three experts. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.81 was obtained. Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypotheses at 0.05 alpha level. The finding revealed that there is very weak negative and significant relationship between secondary school students’ academic motivation and their academic achievement in English language. The finding also revealed that there is a weak negative and significant relationship between secondary school students’ self-esteem and their academic achievement in English language. Based on the findings, it was recommended amongst others that parents and teachers should team up to encourage their students in building their positive self-esteem and to provide basic needs of their children/ward which are related to their teaching subjects in order to improve their academic performance.

Prediction of Academic Motivation Based on Variables of Personality Traits, Academic Self-Efficacy, Academic Alienation and Social Support in Paramedical Students

Academic motivation is one of the indices of success in scientific activities. Therefore, the goal of the present research is to predict academic motivation based on variables of personality traits, academic self-efficacy, academic alienation, and social support in students studying in different fields of paramedicine. The research was correlation-descriptive in which 183 paramedical university students in the academic year of 2019-2020 were selected by a two-stage cluster random sampling method, studying in the Kermanshah University of Medical Sciences. The data were collected through the Vallerand Academic Motivation questionnaire, NEO Personality Inventory Test, Sherer Self-Efficacy questionnaire, Fleming Social Support questionnaire, and Johnson Academic Alienation, and the collected data were analyzed (Pearson correlation coefficient and multiple regression) using SPSS V.22 software. The results showed that personality traits of extroversion (), openness to experience (), conscientiousness (), and self-efficacy could predict academic motivation, significantly; but neuroticism (), and academic alienation () reversely related to academic motivation. Self-efficacy () could significantly predict academic motivation. There was also a significant relationship between social support and academic motivation. The results of the research illustrated that some of the personality traits and self-efficacy had a positive role in predicting academic motivation among paramedical students, and neuroticism and alienation had a reverse negative role in academic motivation. Therefore, in order to promote the academic level of students, it is necessary to improve the harmful effects of self-efficacy and some personality traits that improve better learning performance and quality.

The Structural Model of Students' Cheating Behavior Based on Achievement Goals, Social Comparison, Cognitive-Emotional Trust, and Imbalance between Effort and Reward by the Mediator of Academic Motivation among High -school students

Background and Aim: It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. We aimed to investigate the mediating role of academic motivation in relationships of cognitive-emotional trust and inconsistency between effort and reward with cheating behavior in students. Methods: The structural equation modeling correlation was the method used in this research. The sample population of this study consisted of 384 students selected from all male second- high schools in 4 districts of Tehran in the academic year 2017-2018. Using the Cochran formula, the sample size was estimated. The cluster sampling was used to randomly select a school. To collecting data, the Migli et al.'s (2000) Achievement Goals Questionnaire, Chan and Prendergast Social Comparison Scale (2007), Yang and Mossholder (2010) Cognitive -Emotional Trust Scale, Siegrist Effort-Reward Imbalance Questionnaire (2010), cheating Behavior Questionnaire Newstead et al. (1996), and The Harter Academic Motivation Questionnaire (MIT), were used. For data analysis, used Pearson’s correlation with SPSS 20 and Amos 24 (α = 0.05). Results: Results showed thatdirect effect of trust to academic motivation (β=0.55, p 0.05) and direct effect of Effort-Reward Imbalance to academic motivation (β=-0.05, p>0.05) was not statistically significant. Conclusion: Given the findings the mentioned variables in students' academic motivation is important because the goals of advancement, social comparison, trust, and inconsistency between effort and reward through cheating attitudes may influence cheating behavior.

The Structural Model of Students’ Academic Motivation Based on Teacher- Student Relationship, Attachment to School, and Metacognitive Awareness by the Mediator of Academic Optimism among High-School Students

Background: 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 structural model of students’ motivation based on the teacher-student relationship, school attachment, and metacognitive awareness by academic optimism. The method of correlation was structural equation modeling. Methods: The structural equation modeling correlation was the method used in this research. The statistical population of this study consisted of 500 students selected from all male and female high schools in 22 districts of Tehran in the academic year 2017-2018. The Harter Academic Motivation Questionnaire (MIT), Teacher-Student Relationship, Attachment to the Motown School, Mokhtari and Richard Metacognitive Awareness, Academic Optimism were responded. For data analysis, we used Pearson’s correlation with SPSS software version 20 and path analysis with Amos software. The level of significance was P>0.01. Results: The results showed that the relationship between teacher-student with academic motivation by mediator role of academic optimism was significant (total effect=0.633, P=0.002), (direct effect=0.286, P=0.002), and (indirect effect=0.377, P=0.002). Furthermore, Attachment to school had a positive association with academic motivation. Finally, the relationship between metacognitive awareness with academic motivation by mediator role of academic optimism was significant (Total effect=0.351, p <0.001). Conclusion: Given the findings of the present study on the importance of the mentioned variables in students’ academic motivation, it is suggested that school principals provide positive, active, and vibrant school environment by developing optimistic beliefs in students. Provide students with academic motivation.

Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation

Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.

A Study of the Relationship between Familial Factors and Academic Motivation and Achievement in High School Students

Educational psychologists, nowadays, are more concerned about the students who are motivated in learning and interested in achieving their academic goals. Academic motivation and achievement are considered as primary indicators of students’ learning process and outcomes. This study aimed to know the relationship between the most important familial factors (e.g., parental education, parental occupation, family type, monthly household income, sibling’s achievement) with students’ academic motivation and achievement. One hundred and eighty high school students, age ranging from 13 to 16 years (M = 14.20, SD = .960), at eighth through tenth grade, were selected from six high schools through purposive sampling method, from Chittagong, Bangladesh. A Bangla version of ‘Academic Motivation Questionnaire’ (Fatematuzzohra et al., 2010), originally developed by Vallerand et al. (Can J Behav Sci 21(3):323–349, 1989. https://doi.org/10.1037/h0079855), was used to pursue the study. The result showed that all of the familial factors except the family type had significant effects on both students’ academic motivation and achievement scores. A significant positive correlation was found between students’ academic achievement and academic motivation scores (r = .339, p < .01). All of the familial factors were significant in explaining students’ academic achievement as well as their academic motivation. These factors combinedly explained 57.5% of the variance in students’ academic achievement (R2 = .575, F(13, 166) = 17.281, p < .01) and explained 30.5% of the variance in students’ academic motivation (R2 = .305, F(13, 166) = 5.614, p < .01). Implications for understanding the relationship between familial factors and academic motivation and achievement are discussed.

The Arabic Learning Motivation Questionnaire: Development of a New Japanese Measure Based on Self-Determination Theory

The purpose of this study was to develop a new measure of motivation for Arabic learning, called the Arabic Learning Motivation Questionnaire (ALMQ), based on the self-determination theory. The ALMQ was constructed based on the Academic Motivation Questionnaire, which is a measure of academic motivation in Japanese university students, and has 15 items. The reliability and construct validity of the ALMQ were examined in a sample of 448 Japanese university students, who learn Arabic, but are not Arabic majors. Both exploratory and confirmatory factor analyses of the items fully supported the five subscale structure corresponding to the different forms of motivation that were proposed by self-determination theory: amotivation, external regulation, introjected regulation, identified regulation, and intrinsic motivation. Internal consistency reliabilities of the subscales were excellent (αs = 0.86 to 0.90). The test-retest reliability over four weeks was also adequate for a sub-sample of 214 participants (rs = 0.69 to 0.79). The construct validity for the ALMQ was supported by relationships to subjective learning outcomes and the Simplex structure between the ALMQ subscales. As expected, the relationships with subjective learning outcomes and forms of motivation varied depending on the degree of self-determination. In addition, correlational patterns between the subscale scores showed the theoretically expected simplex structure. The ALMQ is expected to be utilized as a suitable measure for understanding the motivations of Japanese learners of Arabic.

The effect of academic motivation on students\u2019 English learning achievement in the eSchoolbag-based learning environment

The electronic schoolbag (eSchoolbag) provides instructors and students a smart learning environment as the log file data could be used to support learner modelling and learning analysis, making adaptive and personalized learning possible. Abundant of studies have documented the design and implementation of the eSchoolbag. However, the relationship between students’ learning achievement and their motivational factors is still unclear when using eSchoolbag to learn English. Thus, this study examined the effect of students’ academic motivation on their English learning achievement in the eSchoolbag-based learning environment. A total of 78 participants were involved in the study, and their English learning achievement were assessed six times during 1 year. Moreover, 63 students finished the academic motivation questionnaire, and they were clustered into two groups using K-means clustering algorithm. The two groups were labelled as the high and low motivation group respectively. The research found that the eSchoolbag-based learning environment had a significantly positive effect on students’ learning achievement. Besides, students’ academic motivation also had the ability to differentiate their learning achievement when using eSchoolbag to learn English. Furthermore, this research found that students’ prior levels of learning achievement had no significant association with their academic motivation. There was also no significant association between student’s gender and his/her academic motivation. In terms of components of academic motivation, students’ attainment value of using eSchoolbag to learn English was correlated positively with their learning achievement.

The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

&lt;p&gt;This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.&lt;/p&gt;

The dark side of gendered language: The masculine-generic form as a cause for self-report bias.

Language reflects sociocultural structures, such as gender, and affects individuals' perceptions and cognitions. In gendered languages, male-inflected parts of speech are generally used for both sexes (i.e., masculine generics), thus proliferating stereotypes, inequality, and misattributions. We hypothesized that masculine-generic inflection in a questionnaire would bias women's reports compared with a gender-neutral inflection (e.g., "he or she"). We tested our prediction using an academic motivation questionnaire. We found that women reported lower task value and intrinsic goal orientation in the masculine-generic form compared with the gender-neutral form, and lower self-efficacy than men in the masculine-generic form. These findings suggest that questionnaires and surveys written in gendered languages or translated into them may contain construct-irrelevant variance that may undermine the validity of their scores' interpretations, thus risking the possibility of false conclusions.

Enhancing Students’ Motivation towards School Science with an Inquiry-Based Site Visit Teaching Sequence: A Design-Based Research Approach

An inquiry-based site visit teaching sequence for school science was designed in co-operation with researchers and science teachers, according to the principles of Design Based Research (DBR). Out-of-school industry site visits were central in the design. Theory-based conjectures arising from the literature on motivation, interest and inquiry-based science teaching (IBST) were embodied in the design solution, and these embodied conjectures were studied in order to uncover the aspects of the design related to students’ motivation and interest. The design solution was researched throughout the process. The aim of the design was to generate a phenomenon to be investigated in the research stage. The aim of the research was to clarify which particular aspects of the design have appealed particular students and enhanced their motivation and interest, and what scientific content students have learnt within the project. In this research report, the iterative design process with several implementations of the site visit teaching sequence, research methodology and the results that emerged, are considered. The design process took place in the years 2007–2009. A pilot cycle, two implementationrefinement cycles and a final trial were conducted. Lower secondary school students (age 14–15) participated in the cycles. Data were collected using a mixed-methods approach. The students’ experiences of school science were mapped with the Evaluation of Science Inquiry Activities Questionnaire (ESIAQ) before and after the implementations. The students’ Self-determination theory (SDT) based motivation orientations were examined using the Academic Motivation Questionnaire (AMQ) before the implementations. Both questionnaires are based on SDT. Students with different motivational profiles and their teachers were interviewed using a semistructured interview protocol. The interviews were analysed by employing a theory-driven content analysis approach. The students’ representations of the scientific content of the sequence were examined by comparing the informal mind maps they constructed before and after the sequence, and with interviews. The results of the research reveal that a teaching sequence that combines inquiry activities, industry site visits and writing tasks contains the potential to enhance students’ feeling of relevance of their science studies and promote motivation and interest in school science. When asked about the most motivating aspects of the teaching sequence, students emphasised different aspects depending on their motivational profile. Students with an autonomous motivation orientation emphasised the support for their independent planning and decision making and support for their personal interest, whereas amotivated students reported an increase in their feeling of the relevance of studying. The results show that students in science classes value different aspects of science learning based on their motivational profile. The site visit teaching sequence offers science teachers an appropriate way of differentiating teaching according to students’