Level Of Achievement Motivation Research Articles

The Impact of Academic Life Satisfaction on Achievement Motivation of School-Going Adolescents of South 24 Parganas District

This study aims to ascertain the impact of academic life satisfaction on the development of achievement motivation of school-going adolescents. The research employs a descriptive survey method within a correlational research design. Data is collected through the Deo-Mohan (1985) Achievement Motivation Scale and the Multidimensional Student’s Life Satisfaction Scale (Huebner, 1994). The sample consists of 576 Bengali-speaking adolescents aged 14-16 years studying in classes IX and X from South 24 Parganas District. The findings reveal significant correlations between academic achievement motivation and multidimensional students’ academic life satisfaction. Adolescents with very high levels of achievement motivation also report very high levels of multidimensional life satisfaction in the case of family, friends, school, and living environment facets, except for academic self-satisfaction, which was at a high level. Adolescents with above-average levels of achievement motivation have very high levels of satisfaction with family and school and high levels of life satisfaction with friends, living environment, and self-satisfaction. Average motivated students have quality life experiences with their family, friends, school, and living environment. However, their achievement motivation was only average due to low academic self-satisfaction. Below-average motivated adolescents exhibit learned helplessness and report low levels of multidimensional life satisfaction.

Motivation-Centred Innovative Coaching for Taekwondo and Karate Athletes in Yogyakarta and Bujumbura Cities

Martial arts coaching techniques that are research-evidenced create engaging and fulfilling training environments for athletes. This descriptive quantitative research investigated Taekwondo and Karate coaching practices focused on athletes' sports participation achievement motivation. The study includes 188 Karate and Taekwondo athletes (100 boys, 88 girls) from Yogyakarta and Bujumbura cities, selected through probability sampling method and simple random sampling techniques. The data collection instrument was a Sport Achievement Motivation Scale, adapted from the Achievement Motivation Scale. Data analysis procedure using Two-Way ANOVA with R program and descriptive statistics. Findings indicate significant differences in sport participation achievement motivation between Taekwondo and Karate martial artists from Bujumbura and Yogyakarta. In addition, motivational drives vary between male and female athletes, irrespective of country. The dominant motivational profile is Approach-Success in Training (MST), with 8 out of 14 agreed items falling within this dimension. Overall, athletes display an "Agree" level of sports participation achievement motivation (x̄ =-0.473 logits), highlighting the importance of motivational profile-centred coaching for enhanced success. These findings may guide Taekwondo and Karate coaches in tailoring methods and interventions to align with athletes' motivational profiles. Keywords: athletes, achievement motivation, martial arts, karate, taekwondo.

Brain Control Patterns and their Relationship to the Level of Achievement Motivation of Students with Learning Disabilities in Jordan

The current study aimed to identify brain control patterns and their relationship to the level of achievement motivation of students with learning disabilities in Jordan. The study sample consisted of )221(students with learning disabilities in Na'aor district, over the various government schools offering programs for students with learning disabilities in the 2020/2021 school year. the researchers used two tools, one measuring the brain control patterns of students with learning disabilities and the other measuring their level of achievement motivation. The results of the study indicated that the common pattern of brain dominance to students with learning disabilities was that of right brain control and the level of achievement motivation was low. A direct correlation between brain control patterns and the achievement motivation level, a lack of statistically significant differences in brain control patterns attributable to the heterosexual variable. The study offers a series of recommendations, the most important of which include the development of a training program for teachers regarding the design of learning and educational programs to stimulate the work of the right side of the brain for all stages and various subjects, the establishment of educational programs to develop the motivation of achievement among students with learning difficulties at all levels.

부모의 방임적 양육태도가 다문화청소년의 학업중단의도에 미치는 영향 -사회적 위축과 성취동기의 이중매개효과를 중심으로-

The purpose of this study was to investigate the dual mediating effects of social withdrawal and achievement motivation on relationship between parent’s neglecting attitude and school dropout intention of multicultural adolescents. To achieve this, the dual mediating analysis was conducted on 1,197 multicultural adolescents using 8th year of Multicultural Adolescents Panel Study(MAPS) data collected by the National Youth Policy institute. The results were as followed. First, parent’s neglecting attitude has directly a positive effect on school dropout intention among multicultural adolescents. Second, higher levels of parent’s neglecting attitude are associated with higher levels of social withdrawal, which, in turn, are associated with higher levels of school dropout intention. Third, higher levels of parent’s neglecting attitude are associated with lower levels of achievement motivation, which, in turn, are associated with higher levels of school dropout intention. Fourth, parent’s neglecting attitude has an indirect effect on school dropout intention through social withdrawal and achievement motivation. Based on these results, practical strategies for preventing neglecting attitude and social withdrawal and improving achievement motivation are discussed to reduce school dropout among multicultural youths.

THE PREVAILING LEADERSHIP STYLES IN SECONDARY SCHOOLS IN HAIFA DISTRICT IN PALESTINE INTERIOR AND THEIR RELATIONSHIP TO THE LEVEL OF ACHIEVEMENT MOTIVATION AMONG TEACHERS

This study aimed to demonstrate the prevailing leadership styles among secondary school principals in Haifa District in the Palestinian interior and their relationship to the level of achievement motivation among teachers. The descriptive, correlational approach was used, as it is considered more appropriate for this type of study. The study relied on two questionnaires to collect data, the first related to the leadership styles of secondary school principals, and the second related to teachers’ achievement motivation. The study population consisted of all secondary school teachers in Haifa District in the Palestinian Interior, numbering (3193) male and female teachers. The study sample consisted of (398) male and female teachers, the results showed that the prevailing level of leadership style among secondary school principals in the Haifa District in the Palestinian interior is the democratic leadership style, followed by the autocratic style, while the transmission style came in last. The results showed that there are no statistically significant differences in leadership styles due to the variables of gender and experience. The results also showed that the level of achievement motivation among teachers was high, and that there were statistically significant differences attributed to the gender variable, there are no statistically significant differences for the experience variable, and the results showed that there is a positive correlation between the democratic style and achievement motivation among teachers. The greater the democratic style, the greater their achievement motivation, and the absence of a correlation between the autocratic style and achievement motivation among teachers. The results also showed the existence of a relationship, there is a negative correlation between the improvisational style and teachers’ achievement motivation. the greater the transmission style, the lower the teachers’ achievement motivation

О структуре личностной ответственности курсантов образовательных организаций ФСИН России

Introduction. The article presents theoretical and empirical analysis of the problem of personal responsibility in national and foreign psychological works. The results of the study of personal responsibility of cadets of educational establishments of the Federal Penal Correction Service of Russia are described. The aim of the research was to identify the structural elements of personal responsibility of cadets of educational establishments of the Federal Penal Correction Service of Russia. The empirical study was conducted at the Academy of Law and Management of the Federal Penal Correction Service of Russia. The participants were 165 cadets representing courses 1 to 5. Each course covered 33 respondents. The scientific problem is to study the personal responsibility of cadets of the educational establishment of the Federal Penal Correction Service of Russiaand to determine its structural elements. Research methods and techniques. To determine the structural elements of personal responsibility of cadets of educational establishments of FSIN of Russia the following methods and techniques were used: “Multidimensional functional diagnostics of responsibility-110 (“OTV-110”)” (V. P. Pryadein,O. V. Mukhlynina); “A Shortened “Basic English” Version (Form C) of the 16 PF Questionnaire” (R. Kettell); “Motivation of success and fear of failure” (A. A. Rean); “Moral reliability questionnaire (MRQ)” (E. Yu.Strizhov); “Test-questionnaire of selfattitude – SAR” (V. V. Stolin, S. R. Pantileev). The research revealed: the structure of personal responsibility of cadets of educational organisations of the Federal Penitentiary Service of Russia includes: 1) regulatory and dynamic components; 2) personal components; 3) motivational and semantic components. The regulatory and dynamic component comprises ergidity, stenicity, and internality. The personal component is made up of emotional stability, self-attitude, self-control of emotional reactions, the level of empathy, the ability to solve personal and operational difficulties. The motivational and semantic component includes sociocentricity, meaningfulness, recognition of responsibility to norms, understanding of the need to comply with norms, and the level of achievement motivation.

High School Student-Athletes: Their Motivation, Study Habits, Self-Discipline, Academic Support, and Academic Performance

Study purpose. Student-athletes have a role that is not easy to balance between the role of being an athlete and the role of being a student at school. Not a few of them have obstacles in balancing both roles. This study aims to reveal the characteristics of secondary school student-athletes in Bengkulu City. The main objectives are to describe the level of achievement motivation, study habits, self-discipline, academic support, and academic performance. Materials and methods. This study is a quantitative descriptive research with a survey approach involving 402 student-athletes at the junior high school and senior high school levels. The student-athletes represent 16 sports. The average age of student-athletes is 15.9 years. The instrument used in the study was a questionnaire consisting of 36 statement items. The mean ideal and standard deviation ideal formulas were used to analyze data regarding the category level of each indicator, while the independent sample t-test was used to determine differences in data between student-athletes based on gender and type of sport. Results. The results of this study reveal that student-athletes in Bengkulu City have achievement motivation, study habits, self-discipline, academic support, and academic performance in the high category. There is a significant difference between male and female student-athletes (sig 0.001 < 0.005). There were no significant differences between student-athletes from individual and team sports (0.442 > 0.005). Conclusions. Student-athletes at junior high school and senior high school education levels have good characteristics, there are significant differences between male and female athletes, and there are no significant differences between individual athletes and team athletes.

NEURO LINGUISTIC PROGRAMMING AS AN EDUCATIONAL-THERAPEUTIC PROGRAMME: TWO CASE STUDIES

<p>The neuro-linguistic approach emphasizes man's behaviours as the product of neurological processes within and the experience of the external world outside. When an individual wishes to get into a desired behaviour, Neuro-linguistic Programming helps one to understand one’s current situation and gives a road map to the desired state (1). When NLP is applied in sports, mental skill training, contributes to the new desired behaviour in the form of optimal performance in their respective sports. <strong>Objective: </strong>This paper aims to examine a tailor-made NLP intervention to reduce low self-determination, poor emotional maturity, and low motivation among two university women volleyball players. <strong>Method: </strong>This study used a case study approach, and employed NLP techniques such as; collapsing anchoring, and meta-model language patterns, to help two athletes who experienced low self-determination and low motivation and found it emotionally difficult to perform in training and competition, to restructure their dysfunctional thoughts, emotions and memories. <strong>Results: </strong>The intervention showed promising improvement in helping Participant A to be more resilient and Participant B to be higher in motivation. The results obtained from the interview sessions, and through the quantitative analysis showed that the NLP intervention had successfully helped the participants to cope with dysfunctional thoughts and emotional imbalance and to bounce back. <strong>Conclusions: </strong>The NLP-based intervention, has helped the players to be more self-determined, experience much Emotional control and maturity, and increase the level of sports achievement motivation and sports resilience.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0414/a.php" alt="Hit counter" /></p>

The Influence of Spirituality on Academic Engagement through Achievement Motivation and Resilience

Academic involvement refers to the active participation of students in the learning environment. There are several factors that directly or indirectly influence students' academic involvement, including spirituality, achievement motivation, and resilience. This research aims to explore the impact of spirituality on academic involvement by examining its relationship with achievement motivation and resilience. The research adopts a quantitative correlational approach and considers three types of variables: independent variables, dependent variables, and intervening variables. The study involves 200 active students from the Islamic Religious Education Study Program at Universitas Muhammadiyah Magelang, who were selected using a lottery method. Data collection for this research was done through a questionnaire, and the analysis involved descriptive statistics and path analysis. The findings of the study demonstrate a significant influence of spirituality on students' academic involvement through achievement motivation and resilience. This suggests that spirituality has an impact on both achievement motivation and resilience. Furthermore, the study reveals that achievement motivation and resilience also play a role in shaping students' academic involvement. Overall, the results indicate that spirituality positively affects academic involvement by promoting achievement motivation and resilience. Thus, students with strong spirituality tend to exhibit higher levels of achievement motivation and resilience, which in turn positively contribute to their academic involvement.

Psychological Stress and its Relationship to Achievement Motivation Among Football Coaches

This study aimed to identify psychological stress and its relationship to achievement motivation among Saudi football coaches in the Kingdom of Saudi Arabia, as well as to identify the level of psychological stress and achievement motivation among Saudi coaches. In additional, to identify the statistically significant differences between the level of stress and motivation according to the variables (training experience, training license). The study used the descriptive approach using survey mothed. The study sample consisted of (132) Saudi coaches. To collect the study information, the researcher used the scale of psychological stress and achievement motivation. The results of the study showed that the level of psychological stress on Saudi football coaches in the Kingdom of Saudi Arabia was average in all aspects, except for the senior management aspect of the team with a high degree. The results of the study also showed that the motivation towards achievement among the Saudi coaches in the Kingdom of Saudi Arabia was a large degree. This study also found that there is an inverse correlation between psychological stress and motivation for achievement among the Saudi coaches in the Kingdom of Saudi Arabia, and there are no statistically significant differences between the level of stress according to the variables (training experience, training license). Finally, this study recommends that, the coach must work according to his abilities and in proportion to the tools available to him, and set appropriate goals for these abilities in order to be able to avoid psychological stress.

Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.

THE ROLE OF ACHIEVEMENT SUCCESS MOTIVATION IN THE PROCESS OF PROFESSIONAL FORMATION OF POTENTIAL MANAGER-LEADERS

Professional activity is an important component of personality development and determines psychological state, physical health, well-being and life satisfaction. The process of assimilation and implementation of professional activity is a holistic process of becoming a specialist, including internal and external means. Internal means include knowledge, skills, motivation, character, and other aspects, while external means include social regulators, materials, and informational means. Professional development leads to the achievement of professional maturity and level of professionalism. The development of professional motivation in university education plays an important role in the formation of future managers as professionals. In the article, the authors provide a systematization of the components of the motivation system at various stages of opting and professional training. A detailed study of the motives of educational and professional activity indicates common and different aspects for both stages. Learning motives include cognitive need, motivation to achieve success, interest in the process and results of learning. Motives for professional activity include prestige, material means, recognition, development, and self-realization. In particular, the motivation to achieve success is defined as a key motive for the professional development of future managers, organizing their behavior, influencing the goals and the choice of ways of achievement, promoting satisfaction with the choice of profession and self-realization. To determine the level of achievement motivation among students majoring in «Management» at Alfred Nobel University, an experimental study was conducted using the Mehrabian Achieving Tendency Scale (MATS). At the same time, it is evaluated which of these two motives dominates. 71 applicants - future managers - participated in the empirical study. To determine the main professional motives, the test «Motives for choosing a profession» was used. Based on the results of the analysis, the predominant motives for the applicants who obtain professional training in the specialty «Management» were determined. According to the respondents, the most important motivations for the profession were that the profession of a manager allows you to realize your abilities for managerial work; makes it possible to develop professional skills; makes it possible to benefit people; corresponds to the respondent’s abilities and is highly paid. As a result of the experiment, it was determined that applicants who choose to study in the «Management» specialty and have a dominant desire for success make a more conscious choice of a profession that matches their abilities. The conclusions can be used, firstly, to improve educational programs for training future managers in institutions of higher education in the context of filling them with educational components that will correspond to the motives for choosing a profession and develop the motivation to achieve in the acquirers – future managers of leaders. Secondly, the research findings will be useful in management and business, namely, in the personnel management system of organizations. The use of achievement motivation tests and «Profession Choice Motives» are proposed to evaluate candidates who have a diploma in the specialty «Management» or are still taking senior courses, as a tool to focus on more promising and motivated candidates.

The Level of Achievement Motivation of Agricultural Extension Workers in Nineveh Governorate Towards Agricultural Work

The Level of Achievement Motivation of Agricultural Extension Workers in Nineveh Governorate Towards Agricultural Work

Individual and Group Characteristics of Self-help Group Members in Uttarakhand, India


 Self-Help groups have a key role in empowering their members and have emerged as a potential tool for agricultural extension; however, they also face a few constraints. To understand the intervention point for strengthening SHGs by exploring its various dimensions and overcoming the constraints faced by them, the present study focused on a) the individual profile characteristics of SHGs’ members and b) the group characteristics of SHGs’ members. It was inferred from the study that the majority of the members belonged to the middle age group (27 to 44 years), were married females, belonged to nuclear families, had a medium annual income comprised of marginal land holdings, were engaged in agriculture with other subsidiary occupations, and had a medium duration (between 3 to 5 years) of membership in SHGs. Awareness and Readiness to use Android phones have also increased amongst SHGs, i.e., the majority of the members perceived medium-level ease of use of Android phones, i.e., neither too easy nor too difficult to use. The majority of the respondents had education up to intermediate level. Most of the respondents had a medium level of achievement motivation, and they occasionally sought information from ‘friends and relatives’, ‘neighbors,’ and ‘progressive farmers’. Among personal cosmopolite sources, block development officers, scientists from agricultural universities, agriculture officers from banks, and DDM, NABARD was the preferred source. Radio, Kisan Call Center, and the Internet were occasionally preferred for agricultural information. The majority of the respondents belonged to the medium category in terms of task function and maintenance function. They had a favorable attitude towards collectivization and group decision-making. These research findings on self-help group members must be taken into account by the researchers, extensionists, trainers, and policymakers for the formulation, designing and successful implementation of trainings, development programmes and interventions for strengthening the group dynamics.

Gender disparities in esports – An explanatory mixed-methods approach

Within the last decade, esports (i.e., the competitive play of video games) has conquered substantial parts of digital entertainment with annually increasing revenue and consumer participation. Interestingly, while there exists a wide variety of esports titles, there is an observable gender disparity across them, as female esports players are substantially underrepresented at both casual and particularly at professional levels. Building on expectancy theory and achievement motivation, this study used an explanatory follow-up mixed-methods approach to explore the observed gender disparity. Using the exemplary case of League of Legends, we carried out a cross-sectional survey with both male and female League of Legends players. The results were mostly in line with expectancy theory showing no difference regarding expectancy and instrumentality between male and female players. Additionally, contrary to our hypotheses, we found higher valence and achievement motivation levels for female players. We facilitated three online focus-group discussions, each with a different gender distribution (female vs. mixed vs. male), to derive potential explanations for the findings. From the analysis of the focus-group discussions, we demonstrated that cultural and dispositional differences contribute to the observed gender differences. Among these, the differing perceptions of in-game culture and individual attributions (i.e., goal orientation, locus of control) were prevalent reasons influencing female participation.

A COMPARATIVE STUDY TO EXPLORE THE EFFECT OF PERCEIVED STRESS AND ANXIETY ON ACHIEVEMENT MOTIVATION OF STUDENTS


 
 
 With all of the difficulties and problems that arose during COVID 19, pandemic students endured a period of demotivation as a result of the lack of understanding surrounding the situation, as no one has ever experienced anything like it before and everything seems to be grim to them. Thus this study was conducted to see how stress and anxiety have impacted achievement motivation levels. A total of 70 students between ages of 17-20 were selected by stratified random sampling. The objective was to study the effects of perceived stress and anxiety on achievement motivation. Also to study the relationship between perceived stress and achievement motivation and anxiety and achievement motivation of students. Perceived stress scale (PSS), Beck Anxiety Inventory (BAI), and Achievement Motivation Scale (AMS) was used to measure perceived stress, anxiety, and achievement motivation. Students with high and medium levels of stress have low achievement motivation, while students with low achievement motivation have a low level of anxiety, according to the findings. Anxiety has no impact on motivation; however stress has a substantial impact. According to the study, stress has a significant negative link with academic motivation. Male students were also found to be more stressed than female students, whereas female students had higher anxiety levels than male students. While there was no significant difference in accomplishment motivation between male and female students, there was a significant difference in achievement motivation between male and female students.
 
 

الريادة اإلدارية في الجامعـات األردنيـة الخاصـة في محافظة عمـان وعالقتها بدافعيـة اإلنجـاز

The current study aimed to know the degree of administrative leadership in private Jordanian universities in Amman and its relationship to the achievement motivation of academic leaders. The study sample consisted of (145) leaders from the deans, deputy deans and heads of departments. To achieve the objectives of the study, the descriptive correlative approach was adopted and two tools were developed to measure the two study variables; The first tool aimed to identify the degree of avalibilty of administrative leadership in private Jordanian universities and consisted of (32) items distributed over five areas (creativity, risk taking, uniqueness, initiative, and achievement), while the second tool measures the level of achievement motivation among academic leaders and consisted of (22) items. It is distributed over three areas: ambition and perseverance, the ability to take responsibility, self-confidence and self-esteem. The results of the study showed that the degree of administrative leadership in private Jordanian universities in Amman is high. The fields came in descending order as follows (achievement, uniqueness, initiative, risk taking and creativity) whereas all areas have achieved a high level. Furthermore, the outcomes showed that the level of motivation for achievement among academic leaders was high, and the fields came in descending order as follows (taking responsibility, ambition and perseverance, self-confidence and self-esteem). The outcomes also showed a positive correlation that was statistically signifcant towards the availability of administrative leadership among the averages of the study members in private Jordanian universities Amman, in addition to their estimates of the level of achievement motivation. Moreover, several conclusions were reached through the study.

AN ANALYSIS OF SOCIO-PERSONAL CHARACTERISTICS OF MANGO GROWERS

Socio-personal characteristics of the respondents viz- age, education, farm experience, social participation, land holding, annual income, yield index, extension contact, mass media exposure, innovativeness, scientific orientation, risk orientation, achievement motivation, economic motivation was studied. A multistage, purposive and random sampling technique was selected for the study. To study the profile of mango growers about rejuvenation technology of Gir Somnath district of Gujarat, a study with ex post facto research design was conducted in four talukas named Talala, Kodinar, Una and Sutrapada of Gir Somnath district. The interview schedule was prepared and pre-tested to collect the data. Total 120 respondents were surveyed through personal interview technique. It was revealed that 51.67 per cent of respondents belonged to middle age group, about 41.67 per cent of respondents belonged to middle or secondary school level of education and 60.00 per cent had medium farm experience. Majority (70.83 per cent) of the respondents were under the category of medium social participation, 40.84 per cent had found with medium size of landholding and about 37.50 per cent had medium level of annual income and 57.50 per cent had medium level of yield index. 54.17 per cent belonged to medium extension contact, 60.83 per cent had medium mass media exposure, 64.17 per cent had medium level of innovativeness, more than half (56.67 per cent) of the respondents had medium level of scientific orientation, further 58.33 per cent had medium level of risk orientation. Nearly half (49.17 per cent) of the respondents had medium level of achievement motivation, slightly more than half (52.50 per cent) had medium level of economic motivation.

Examining the Relationship between the Integration of Industry and Education and Student Career Mental Health Development: A Case Study of First-year Enterprise Internship at Shanghai Business Accounting School

This study aims to evaluate the effectiveness of industry-education integration on student career development by assessing the vocational personality traits and achievement motivation levels of 994 first-year vocational students from Shanghai Business Accounting School. The MBTI (Myers-Briggs Type Indicator) career personality questionnaire and achievement motivation level questionnaire were employed to measure the outcomes of industry-education integration and provide guidance for career guidance education and enterprise internships for vocational students. The findings indicate that among the four temperament types, the largest proportion is observed among idealists, accounting for 31.3%, while empiricists have the smallest representation at 14.6% among the first-year vocational students. Regarding achievement motivation, the overall achievement motivation score of the first-year vocational students is below zero, indicating a relatively low level of achievement motivation. Specifically, both empiricists and idealists demonstrate a relatively low level of achievement motivation in terms of vocational personality traits. A follow-up assessment of achievement motivation levels was conducted after a short-term enterprise internship, revealing a significant improvement in the achievement motivation levels of the vocational students. This suggests that the dual-subject educational model under industry-education integration can effectively enhance students' vocational skills and activate their internal motivation, thereby improving their achievement motivation and overall competitiveness. By leveraging industry-education integration, the school aims to cultivate high-quality talents and address specific talent shortages in the market, ultimately achieving mutual success between talents and the market.

Effectiveness of Guidance Program for Developing Positive Thinking among Students with Learning Disability to Improve the Level of Their Academic Achievement Motivation

The study investigated the effectiveness of a positive thinking Guidance program on academic achievement motivation level among female’s students with learning disabilities, and how much this improvement would be extend. The study sample were 16 sixth grade female at Qassim province, divided into two groups (8 students as experimental group, and 8 as control group). The researchers used a number of tools, included a positive thinking guidance program for developing the students with learning difficulties prepared by the researchers, a positive thinking scale, and achievement motivation scale. The results showed the efficacy of the guidance program for developing positive thinking for female students with learning difficulties, and extend this efficacy for a period after finishing the program. The study concluded the importance of apply the positive guidance program with the learning difficulties students at schools to develop academic achievement motivation.