Modeling the Relationship between Teacher's Demographic Characteristics and Internal Motivation of Students by Mediating Cognitive and Metacognitive Strategies

Background and Motivation is the most important learning condition. Learning motivation is important for the effectiveness of teaching and learning activities. The aim of the present study is modeling the relationship between teacher's demographic characteristics and internal motivation of students by mediating cognitive and metacognitive strategies.
This research was a descriptive-correlational study of structural equation modeling. The statistical population consisted of all high school students in Zabol. The sample included 368 people who were selected by cluster random sampling and self-regulating learning strategies questionnaire (Pintrich and Diegrout, 1990) and academic motivation (Valerand, 1993). To measure the demographic characteristics of teachers, a form was developed by the researcher and provided to the students and completed by the question of their teachers. Data analysis was performed using structural equation modeling and Imus software.
Data analysis using structural equation modeling showed that teacher's demographic characteristics by mediating cognitive and meta-cognitive strategies on intrinsic motivation have a significant effect on the intrinsic motivation. Also, the demographic characteristics of the teacher have a positive and significant effect on the student's intrinsic motivation (P Based on the results of this study, promoting educational styles through focusing on life patterns of our cultural community, including income level, complementary employment, and residence, can have a role in influencing student's thinking and motivation patterns.