Presenting a Model for Explanation of the Relationship of Student's Internal Motivaltion with Teacher Demographic Characteristics: Mediating Role of Learning Styles, Thinking Styles

This study aimed to modeling the relationship between intrinsic motivations of students with the demographic characteristics of teacher with mediating learning styles.

This research was a descriptive-correlational study of structural equation modeling. The statistical population consisted of all male and female students of the first high school of Zabol. The sample included 368 students that selected by cluster sampling method and responded to the short form of Sternberg and Wagner thinking style questionnaire, Kolb learning style questionnaire, and valrand academic motivation questionnaire(Valerand, 1993). To assess the demographic characteristics of the researcher-made Fellowship Teachers, they were given to the students and completed by their teachers. Data were analysis carried out using structural equation modeling and Imus software and tests were Sobel, Pearson, and rmsea.

Results showed that thinking styles have a direct and significant effect on the students ' intrinsic motivation (β = 0.52) and learning styles have a direct and significant effect (β = 0.44) on student's intrinsic motivation. Thinking styles and learning styles as mediators had a moderating role in relation to the teacher's demographic characteristics with the student's intrinsic motivation. (P

It can be concluded that to enhance the educational style and planning for these can be found with an emphasis on livelihood patterns of cultural community including income level, supplements employment and so; the effective role on the educational patterns and thinking and motivational patterns for students.