جستجوی مقالات مرتبط با کلیدواژه « انگیزه ها » در نشریات گروه « علوم انسانی »

The purpose of this research was to investigate the psychometric properties of the academic boredom scale and its relationship with academic motivation in students. The present research method was descriptive, validation type. The statistical population of research was male students of the second secondary level in District 5 of Tehran, in 1401-1402. A sample of 396 people was selected from this population by a two-stage cluster method. Participants completed the Academic Boredom Scale (ABS) (Pekrun et al., 2002) and the Academic Motivation Questionnaire (AMQ) (Lapper et al., 2005). Data were analyzed by confirmatory factor analysis (CFA), Cronbach's alpha, and Pearson's correlation coefficients. The results of the confirmatory factor analysis showed that the academic boredom scale has 22 items and two components classroom boredom and learning-related boredom. The fit indices of the confirmatory factor analysis confirmed the appropriate fit of the model. There was a significant negative relationship between the academic boredom scale and academic motivation (p<0.01). Cronbach's alpha coefficients for the factors of classroom boredom and learning boredom related to learning and the whole scale were obtained as 0.86, 0.88, and 0.93, respectively. Therefore, the Persian version of the academic boredom scale has favorable psychometric properties among Iranian students and can be used.

This research was conducted with the aim of the effectiveness of resilience training on cognitive impairment, self-control, and the motivation to progress in male students of the first secondary school. It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population consisted of all the male students studying in the first secondary level of Ravansar city in 2021-2022 in the number of 870 people, 30 male students were assigned in two equal groups of 15 people with regular random sampling. For the people of the experimental group, 8 weekly sessions of the resilience training program (in the form of 1-hour weekly sessions) were implemented, but the people of the control group did not receive this program. Data collection was done with Gillanders et al.'s cognitive impairment questionnaire (2014), Tangeni et al.'s (2004) self-control questionnaire, and Hermans' achievement motivation questionnaire (1970). Data analysis was done with descriptive statistics methods, statistical assumptions test and covariance analysis (multivariate and univariate) with SPSS version 26 statistical software. The results showed that in the post-test stage, there is a statistically significant difference between the average score of cognitive impairment and self-control of the subjects of the two experimental and control groups (p<0.05). Also, the results showed that in the post-test stage, the achievement motivation score improved in the experimental group. It is suggested that counselors and school administrators use the resilience training program in order to improve mental performance and also increase the motivation of students to progress.

The purpose of this study was to investigate the effect of psychological capital and proactive personality on training motivation and self-development with mediating thriving at work in the Social Security staff of Ahvaz. The statistical population of this study included 267 employees of Ahvaz Social Security in 2019 who were selected by convenience sampling method. The instrument used in the study were Seibert et al. Proactive Personality Scale (1999), Luthans et al. Psychological Capital Questionnaire (2007), Spreitzer et al. Thriving at Work Scale (2012), Xu Self-Development Behavior Questionnaire (2007), Noe & Wilk Training Motivation Questionnaire (1993), and Xiao Training Transfer Questionnaire (1996). Data analysis was performed using Structural Equation Modeling (SEM) using SPSS and AMOS. Results showed that proposed model fit the data properly. Results also showed that direct effect of proactive personality and psychological capital to thriving at work were significant. In addition, the direct effect of thriving at work at self- development behavior and training motivation were significant. (p<0.0001). The results of indirect pathways showed that proactive personality has a positive effect on training motivation and self-development behavior through thriving at work. But the paths of psychological capital to self-development behavior and training motivation through thriving at work were not significant (p<0.05). Thus, supervisors and managers can encourage their employees to be proactive and innovative in order to increase the positive consequences of individual and organizational thriving.

Organizational bullying of auditors, as a moral injury and anomalous behavioral factor, disrupts the implementation steps of the audit and affects the way to achieve its goals. Bullying in the workplace often leads to moral harm, in which a person with power violates the value system of an employee. Therefore, the purpose of this research is to explain the motivation pattern of organizational bullying behaviors as a moral harm among auditors.

The research approach is qualitative and has been done using multiple data-based methods. Therefore, data analysis has been done at two levels of empirical and theoretical data base. The research community was experienced independent auditors in the years 1400 and 1401, and a theoretical sampling of 9 of them was used as a semi-structured interview sample group, and the obtained information was analyzed by coding method.

The results of this research showed that the financial and occupational motivations, environmental conditions of the society and the nature of the auditing profession made the existence of the motivation of bullying behaviors of auditors inevitable and the aforementioned motivation is influenced by factors such as the identity of the auditing institution and individual characteristics.

By understanding job content, using appropriate management approaches, training, adopting appropriate policies for recruiting and retaining employees, improving control and monitoring of employees, setting standards of organizational behavior and creating an active, fresh and up-to-date work environment, the effects can be The motivation side of the unethical behavior of auditors' bullying includes creating a sense of revenge, reducing the efficiency and effectiveness of the audit, reducing the economic benefits of the audit institute, preventing organizational and occupational injuries and physical, mental and moral injuries.

Learning motivation in electronic educational courses is a critical focus in recent studies. The current research was conducted with the aim of phenomenologically examining the experiences that meet the motivational psychological needs of an electronic educational program.

A qualitative approach and phenomenological method were used to conduct the research. The study's participants were drawn from the Educational Sciences students at Tabriz University during the academic year 400-401. Among these students, 16 undergraduates were selected to participate in this research, and their lived experiences were investigated using the focus group interview method. The theoretical framework of self-determination was used to examine these lived experiences. Additionally, Smith's three-step method (data generation, data analysis, and case integration) was utilized for data analysis.

The data analysis revealed that the motivational strategies of the e-learning course "Principles of Production of Educational Films," from the perspective of self-determination theory, include diversity in curriculum resources, flexibility in educational and learning activities, and practical activities in the autonomy section. Additionally, an appropriate level of difficulty, class requirements, freedom in discussions and activities, clear class criteria and indicators, and proper guidance were identified as motivational elements of the competency section as experienced by the students in this study. The use of social networks, group activities, classmates' feedback, and the teacher's socio-teaching presence were also identified as three motivational strategies in the communication section, which students considered important for enhancing communication.

To foster greater motivation and involvement of learners in electronic learning environments, it is necessary to incorporate the identified components into the design of such environments to deepen and stabilize learners' learning.

Social media and online shopping have become a popular and growing shopping method in recent years. Trust is one of the main factors that increase online shopping. Other components that contribute to the intention to buy online are motivators. Incentives encourage users to buy products online. The purpose of this study is to investigate the effects of consumer motivations, including reward, social and empowerment, on online purchase intention through trust in apparel and fashion retailers on social media. The research method is survey-analytical and applied. The population of this research is Instagram social network users and people who tend to buy from Instagram social media pages. The sampling plan is non-probability and available sampling method is used. A questionnaire was used to data gathering. Validity and reliability of the questionnaire have been confirmed using construct validity as well as Cronbach's alpha. The data has been collected using a questionnaire from 384 users of the Instagram social network who have followed clothing and fashion sales pages. Amos and SPSS 18 software were used for data analysis. The results showed that reward, social, and empowerment motives directly affect the online purchase intentions of apparel buyers and also indirectly through trust. Also, trust fully mediates the relationship between empowerment motivation and online purchase intention of users.

The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked.

The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation.

In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970).

The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the self-directed learning.

Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning.

The purpose of this study was to comparison the effectiveness of self-determination training and successful intelligence training on intrinsic motivation and academic optimism of female students with high academic burnout. This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all male students in Rashat city in academic year of 2022-2023. In the first stage, 60 students were selected and then randomly divided into 2 experimental groups (each group 20 students) and one control group (20 students) were replaced and experimental groups underwent self-determination training and successful intelligence training, but the control group received no training and remained in the waiting list. To collect data third dimension of burnout scale (TDBS) of Breso and et al (2007), academic motivation scale (AMS) of Vallerand and et al (1992) and academic optimism scale (AOS) of Tschannen‐Moran and et al (2013). Data analysis was performed using SPSS-24 software with analysis of variance with repeated measures and Bonferroni. The results of the study showed that of both interventions had a significant effect on intrinsic motivation and academic optimism (P<0.05). In addition, the results of Bonferroni post hoc test showed that successful intelligence training is more effective (P<0.05). Based on the results of the present study, it can be said that self-determination training and successful intelligence training can be used as a treatment method to on academic problems of students with high academic burnout in schools.

Existing literature in this domain reveals a gap in research, as no study has been conducted to model the satisfaction of university students at the Islamic Azad University based on the six-factor personality model, HEXACO, with motivation for progress as a potential mediator. This underscores the need for an investigation into the interplay between personality factors, academic satisfaction, and the motivating forces for academic advancement among students at the Islamic Azad University.

The present study was conducted with the aim of modeling academic satisfaction based on the six factors of Hexaco personality with the mediation of motivation to progress in the students of Islamic Azad University, Roudhen Branch.

The research method was correlational. The population of this study was the students of Islamic Azad University, Roudhan branch, in the academic year of 1402-1401. 315 people were selected using random sampling method. The data collection tools were the Hermans achievement motivation test (1970), the students' academic satisfaction scale (Terekzadeh and Mesbeh, 2013) and the 60-question Hexaco scale (Ashton and Lee, 2009).

Data analysis using the structural equation modeling approach showed that the academic satisfaction model has a favorable fit based on the six factors of Hexaco's personality with the mediation of students' progress motivation. The effect of Hexaco's personality trait dimensions on academic satisfaction is significant (P< 0.0005); So that honesty, humility, β= 0.341, openness to experience, β= 0.426, conscientiousness, β=0.513, extroversion, β=0.363, adaptability, β= 0.420, and excitability, β= 0.392, were reported.. Also, achievement motivation has an effect on academic relationship satisfaction (β= 784; P< 0.0005).

It seems that studying the level of satisfaction with education and academic motivation of students can be an indicator for improving academic performance. Also, it seems that the psychological and personality evaluation of the applicants to enter the universities can lead to the selection of a suitable field of study and create higher academic satisfaction.

Academic Performance is one of the issues raised in the field of education, which not only affects the academic future of students from various dimensions, but also determines their fate in various fields. Therefore, the current research was conducted with the aim of comparing the effectiveness of an educational package to prevent academic procrastination as well as treatment based on acceptance and commitment on academic motivation and performance of procrastinating students.

The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. The statistical population included all secondary school students suffering from academic procrastination in city of Isfahan. Among them, 45 people were selected by purposive sampling and randomly divided into two experimental groups (educational package to prevent academic procrastination and treatment based on acceptance and commitment) and a control group (15 people in each group). Research tools included academic procrastination questionnaires (Solomon and Rothblum, 1984), academic motivation (Abdkhodaei et al., 2017) and academic performance (Pham and Taylor, 1999). In order to analyze the data, analysis of variance with repeated measurements was used.

The findings showed that the educational package of prevention of academic procrastination and treatment based on acceptance and commitment had a significant effect on the academic motivation and academic performance of procrastinating students (p<0.001) and there is a significant difference between the two interventions, so that the educational package to prevent academic procrastination has been more effective.

Those involved in the field of student education are recommended to use the educational package to prevent academic procrastination in order to solve students' academic problems, especially to improve academic motivation and academic performance

Theaim of this study was to determine theeffectiveness of peace education on interpersonal relationships and students' academicmotivation in aquasi-experimental method with apre-test-post-test design, taking into account theone-month control and follow-up group. The statistical population of the study was all female students in thefirst year of high school in District 19, Education, Tehran, in the academic year of 1998-99, amounting to 5901 people. The statistical sample size of thestudy was 40 junior high school students who were selected by purposive sampling.Thedata collection tool was the section on interpersonal relationships and academic motivation from the Academic Competency Questionnaire (ACES), Elliott and Diperna(1999). After performing thepre-test, theexperimental group underwent peace training in 8 consecutive 90-minute sessions according to thepeace education protocol, and thecontrol group did notreceive any training in thisarea. Finally, both groups were tested for interpersonal relationships and academic motivation (post-test). After one month, both groups were exposed to thesame test again (follow-up). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Analysis of variance showed that peaceeducation explains 57% of variance changes in interpersonal skills scores and 46.1% variance variations in academic motivation scores; Therefore,it can be said that peace education has been effective in increasing interpersonal skills and academic motivation of students. And this effect remained stable after thefollow-up stage (p <0.01). Theresults of thisstudy indicate the need to learn how to live together. Peace education has a positive effect on interpersonal relationships and students 'academic motivation, improvesstudents' interpersonal relationships inschool and increases theirmotivation tostudy.

The purpose of this study was to investigate the effectiveness of successful intelligence-based intervention on the academic motivation of students with attention deficit hyperactivity disorder in the sixth grade. The method of this research was a semi-experimental design with a pre-test and post-test with a control group. The statistical population included all sixth-grade female students with attention deficit hyperactivity disorder who were studying in the schools of Isfahan city in the academic year of 2022-2023. For this purpose, 8 schools were selected based on random and cluster sampling from among girls' primary schools in the 3rd district of Education and Education in Isfahan city. In the next step, all sixth-grade students in these 8 schools were selected and examined by the Connors teacher form questionnaire and 50 students with attention deficit/hyperactivity disorder were identified. Finally, 30 children were randomly divided into two experimental groups (15 people) and control group (15 people). The experimental group received successful intelligence intervention for two months and during 12 sessions of 70 minutes. Harter's academic motivation questionnaire (1981) was used to collect data. Univariate and multivariate analysis of covariance tests were used to analyze the data. The results of the covariance analysis test showed that the successful intelligence training program was effective on the academic motivation of the experimental group students. Based on the results of the present study, it can be said that successful intelligence training can be used to increase the academic motivation of students with attention deficit hyperactivity disorder.

The current study aims to explore the attitudes, motivations, and obstacles to knowledge sharing among postgraduate students at the University of Tabriz.

The research method employed is a descriptive survey. The statistical population of the present study is 6,223 postgraduate students from the University of Tabriz, with a sample of 374 individuals selected based on the relative stratified sampling method according to the Krejci-Morgan table. Data were collected using a researcher-developed questionnaire. Its validity was confirmed by experts in Library and Information Science, and its reliability was determined to be 82.9% using Cronbach’s alpha. Data analysis was performed using SPSS version 24, employing descriptive and inferential statistics, independent t-tests, one-way analysis of variance, Pearson’s correlation coefficient, and linear regression.

The research findings indicated that the respondents’ age, gender, and major academic groups of the respondents had an effect on their knowledge sharing behavior, but their level of education did not. Pearson’s correlation coefficient results revealed a significant relationship between the extent of knowledge sharing and the components of attitude, motivation, barriers, resources, types of information, and knowledge sharing channels. Furthermore, the multiple regression analysis results showed that among all the independent variables, ‘attitude towards knowledge sharing’, ‘types of shared information and knowledge’, and ‘motivation to share knowledge’ were included in the equation. These three components explain 19% of the changes related to knowledge sharing.

Knowledge sharing can facilitate the exchange of ideas, experiences, and knowledge among students, leading to an expansion of knowledge and a deeper understanding of their subjects. In general, the implementation of knowledge sharing among postgraduate students at the University of Tabriz could help achieve the university’s educational and research objectives.

The present study aimed to investigate the effect of emotional intelligence on the way of communication with peers and the motivation of academic progress of elementary school students in Miami City. This research is applied in terms of purpose and descriptive correlation, which was conducted in the field. The statistical population of this research was formed by all the elementary school students of Miami city in the academic year of 2023-2024, whose number is about 6100 people. In this research, an available sampling method was used to select the sample, and 302 people were selected as a sample. To collect research data, a questionnaire tool was used, which included two parts. The first part of the questionnaire included demographic questions that were designed by the researcher, and the second part included three academic achievement motivation questionnaires by Wallerand et al. (1992), an emotional intelligence questionnaire by Wang and Lu (2002) and Matson's social skills questionnaire (1982) which was used to measure the relationship with Peers were used.The findings of the research showed that emotional intelligence has a positive and significant effect on the way of communication with peers and the academic progress of elementary school students in Miami City.

The present study was conducted to investigate the effect of gamification on the academic motivation and academic performance of first-graders in virtual classes. Study design was quasi-experimental with pretest-post-test and a control group. The study population consisted of all first grade students in Khomein, Markazi Province, Iran, of whom 30 female students were selected by convenience sampling. Harter's academic motivation scale (1980) and academic performance researcher-made test were used to collect data. Reliability of the researcher-made test for academic performance was calculated as 0.722 using the Kuder-Richardson Formula 20. The course was run for 10 sessions in Shad software. Covariance analysis was run for inferential analysis of the data. The results showed that gamification of virtual classes had a significant effect on the academic motivation and academic performance of students. It is therefore recommended to use the principles of gamification for the virtual teaching of elementary courses.

The purpose of this study was to compare the effects of training in problem-solving skills and self-efficacy strategies on the academic motivation of male 10th graders. The research method was quasi-experimental design comprising a pretest, posttest, control group, and a two-month follow-up period design. The statistical sample comprised male pupils in the tenth grade at Ahvaz during the academic year 2021-22. A purposive sampling method was employed to select a sample of 55 tenth graders who exhibited low levels of self-efficacy and academic motivation. These students were then randomly allocated into three groups (including two intervention groups and a control group). The experimental groups were subsequently instructed separately in problem-solving skills for self-regulation strategies training (7 sessions) and problem-solving skills training (9 sessions) separately.  The control group exhibited a reluctance to participate in the interventions. The questionnaires used in this study included the academic motivation questionnaire (AMQ) and self-efficacy questionnaire (GSE). The study data were subjected to analysis using mixed ANOVA in conjunction with SPSS-23 statistical software. The results indicated that self-regulation strategies training and problem-solving skills training had an effect on students' self-efficacy (F=29.34; Eta=0.53, P<0001) and academic motivation (F=31.54; Eta=0.55, P<0001). Additionally, the post hoc test revealed that the efficacy of these two interventions did not differ significantly. Drawing from the results obtained from this research, one may deduce that self-regulation strategies training and problem-solving skills are appropriate intervention approaches for enhancing the students' self-efficacy and academic motivation.

The legal document of the crime of "publishing falsehoods" has always been associated with ambiguities and challenges from the very beginning of its entry into the list of crimes until its latest changes. The reason for the different approach of the legislator towards this offense compared to the defamation offense, the reason for making its realization conditional on the existence of a specific intention to "harm others or disturb the public mind or official authorities" and the relevance of having or not having "writing" in its realization, are three-fold. It is that this research has addressed them by using library sources and in a descriptive and analytical method and has made suggestions for the amendment of the legal article under discussion. The research came to the conclusion that it is appropriate for the legislator to separate the criminal title of "publishing lies with the intention of disturbing the public mind" from the crime of "false attribution to another" and place it among the crimes against public safety and comfort in future revisions. On the other hand, instead of focusing on the motive of the offender, in the realization of the offense of "false attribution to another", focus on the nature of the behavior and finally, exclude the limitation of the realization of both offenses of Article 698 of Tazirah by "written means".

The present study was conducted to investigate the effectiveness of the resilience and psychological toughness training program on the job satisfaction and motivation of employees of Alborz Gas Company. The research method is semi-experimental and practical in terms of purpose. The statistical population of this research consists of all the employees of Alborz Gas Company in 1401, among the 187 people who were investigated by simple random sampling method, twenty people who scored below the average in the research variables Purposive sampling was selected and participated in the experimental research. In this research, the selected samples participated in a twelve-hour training course on strengthening resilience and psychological toughness, and the levels of all four dependent and independent variables were measured. Kubasa's stubbornness, Connor and Davidson's resilience questionnaires, DeLong's career development assessment, and Spector's job satisfaction (JSS) were used to collect information. Data were analyzed using SPSS 24 and PLS 2 software. After ensuring the normality of the research data, the paired t-test was used. The analysis of the data obtained from the comparison of the average scores before and after the intervention in all four variables indicates that there is a significant difference in job satisfaction, psychological toughness, resilience, and motivation to progress in the experimental group before and after the intervention, which shows that It has the effect of educational intervention.