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

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.

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.

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 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.

The purpose of this study was to investigate the relationship between adaptability and family cohesion and psychological capital with achievement motivation in girls students of talented schools. This is a descriptive research about correlation. The statistical population of the research was gifted first and second high school girls students of Lahijan city in the academic year of 2020-2021 in the number of 276 people. From the schools, 145 students (were selected through simple random sampling method. The Hermans progress motivation, Lutans psychological capital and Olson adaptability and family cohesion questionnaires were used to collect data. The research hypotheses were analyzed by one correlation and regression. The results showed that there is a significant correlation between adaptability and family cohesion and psychological capital with achievement motivation in students of talented schools (P <0.05). Adaptability and family cohesion and psychological capital can predict the achievement motivation in students of talented schools (P <0.05). The results of this study highlight the role of adaptability and family cohesion and psychological capital in achievement motivation students of talented schools.

The present study was conducted with the aim of investigating the effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population of the research includes all students with learning disabilities in the elementary school of Ardabil who were studying in the academic year 1401-1402. 40 students were selected by available sampling method and randomly replaced in two experimental and control groups. The research tools included Martin and Marsh Academic Vitality Questionnaire, Colorado Learning Difficulties Questionnaire, Hermans Achievement Motivation and Raven Intelligence Test. Data were analyzed using multivariate analysis of covariance test.

The findings of the research showed that the teaching of cognitive-metacognitive strategies is effective and has a direct and significant effect on the motivation of progress and academic vitality of students with learning disabilities (P<0.01). Based on the findings, it can be concluded that the training of cognitive and metacognitive strategies can help to improve the motivation of progress and academic vitality of students, which in itself leads to an increase in performance and academic progress of students.

According to these results, cognitive and metacognitive strategies should be used in educational environments in addition to other methods of increasing attention and improving executive functions in children with learning disabilities. Also, by teaching cognitive strategies to students, it is possible to increase their motivation to read.

Introduction and goal: 

The current research was conducted with the aim of the role of self-efficacy in the relationship between motivation to progress, competitive anxiety and sports performance in students participating in school sports Olympiads.

The statistical population in this research includes 320 students participating in school sports Olympiads in Bakhtegan city. Nafer was in 2023. Sampling was based on the available sampling method. In this way, 175 students were selected from among the students participating in sports Olympiads of schools in Bakhtegan city, based on the sample determination table of Gorjesi and Morgan (1970). Then the sample people completed the questionnaire used in the current research.

the results showed that there is a significant relationship between the progress motivation variable and sports performance. There is a significant negative relationship between competitive anxiety variable and sports performance. There is a significant positive relationship between the progress motivation variable and self-efficacy. There is a significant negative relationship between competitive anxiety and automaticity. There is a significant positive relationship between self-efficacy and sports performance. The self-efficacy variable as a mediating role had a positive relationship with the sports performance variable, so that this variable showed a stronger role in increasing the students' sports performance than the independent variables of progress motivation and competitive anxiety..

It can be concluded that self-efficacy can play a mediating role in the positive relationship between achievement motivation and sports performance. While the negative relationship between competitive anxiety and sports performance is affected.

Today, the motive of progress plays an important role in the development of societies, and among the cultures of different ethnic groups and the national culture, it can be effective in strengthening this motive. This article was conducted with the aim of investigating the relationship between ethnic culture and motivation for progress. The method of the current research was a survey and the data collection tool was a questionnaire. The statistical population of this research was all people over 18 years of age from Persian and Turkish ethnic groups in Tehran. 384 people were selected for each ethnicity. Data analysis was based on path analysis and Smart Pls third version software. The findings showed; there is a significant and positive relationship between ethnic culture and motivation for progress. There is a meaningful and positive relationship between ethnic culture and national culture. There is a significant and positive relationship between national culture and motivation to progress. There is a significant and positive relationship between socio-cultural values of ethnic culture and motivation for progress. There is a significant and positive relationship between economic values of ethnic culture and motivation for progress. There is a significant and positive relationship between political values of ethnic culture and motivation for progress. According to the findings of the research, it can be concluded that ethnic culture is one of the important variables in the motivation of progress.

The present study was conducted with the aim of investigating the effectiveness of Scamper idea generation training (a method to increase creativity) on the achievement motivation of male students in the fourth grade of elementary school in Yazd city. The research method is quasi-experimental and the research design was pretest-posttest with a control group. The statistical population of this research included all 6173 male students of the fourth grade of primary school in Yazd who were studying in the academic year 2017 to 2018. This sample consisted of 58 fourth grade male students in Yazd who were selected using the available sampling method and were randomly divided into two experimental and control groups with equal numbers. Before carrying out the experimental design, both groups performed the Torrance Tests of Creative Thinking Form A (TTCT) and the Hermance Achievement Motivation Test (AMT) and the results showed that before the intervention, the creativity and progress motivation of the students in both experimental and control groups There is no significant difference. Both groups responded to the pre-tests, and then the experimental group was trained in Scamper's idea generation method during 10 sessions. Finally, both groups answered the tests again (post-test). First, both groups answered the pre-tests and then only the experimental group was trained in the Scamper technique in 10 sessions. Finally, both groups answered the tests again (post-test). Data were collected using Hermance Achievement Motivation Test (1977) and analyzed using analysis of covariance. The findings showed that there is a significant difference in the post-test of the two experimental and control groups in the average progress motivation and its components (confidence, perseverance, foresight and hard-working). The results of the present study showed that Scamper method teaching is effective on students' progress motivation and its components.

The present study aimed to compare the self-efficacy, achievement motivation and Adaptive Behavior among single-grade and multi-grade students in elementary schools. The statistical population of the study encompasses the elementary fifth- and sixth-grade students of Buein-Zahra city in the 2019-2020 academic year. 118 multi-grade and 202 single-grade students were selected using stratified sampling method. study instruments consisted of self-efficacy questionnaire (Sherer and others, 1982), Achievement motivation (Hermans, 1970) and Adaptive behavior (Lambert, 1974). The collected data were analyzed using descriptive statistical methods (measures of central tendency and dispersion) and inferential statistical methods (MANOVA). The results showed that although the self-efficacy of single-grade students are higher than that of multi-grade students, but this difference is not significant. Also, the single-grade students possess the higher scores in the achievement motivation, and the multi-grade students have more Adaptive behavior. Therefore, paying attention to the characteristics of the classes could be effective in the multi-faced advancement of the students.

The present study was conducted with the aim of investigating the effectiveness of the services of the educational institutions contracted with the aid committee on self-efficacy and academic achievement motivation in second grade high school female students benefiting from these services in Bojnord city. And it was control. The statistical population of the research included all female students under the support of the Imam Khomeini (RA) relief committee organization studying in the first half of 1402-1401 in secondary schools of Bojnord city and the sample size was 100 people. The results showed that in the main hypothesis: self-efficacy in the untrained group with an average of 44.62 is lower than the trained group with an average of 51.90 and Fisher's value is 60.218, which according to the significance level of 0.000 is less than 0.05. It shows the difference between the two groups in the variable of self-efficacy. The motivation for academic progress in the untrained group with an average of 45.56 is lower than the trained group with an average of 51.44, Fisher's value is 13.41, which according to the significance level is less than 0.05 (0.000). This hypothesis was confirmed. The effectiveness of self-efficacy was 38% and the motivation of academic progress was 12%. The first sub-hypothesis: the results showed that there is a difference between self-efficacy in trained and untrained groups, and the hypothesis was confirmed. In the trained group, the services of the educational institutions are effective on the self-efficacy of the students under the support of Imam Khomeini (RA). And the second sub-hypothesis: the results showed that there is a difference between the motivation of academic progress in trained and untrained groups, and the hypothesis was confirmed. In the trained group, the services of educational institutions were evaluated with Imam Khomeini's (may Allah be pleased with him) measure of support on the motivation of academic achievement of the students under the support

The main aim of this research was to predict learned helplessness based on hope, meaning in life and achievement motivation of Afghan students in Iran. In terms of implement, this
research is part of descriptive correlation type research and in terms of purpose, it is part of applied research. All the Afghan students of Islamic Azad University in Tehran province
constituted the statistical population of this study. Using convenience sampling method and Green's formula (1991), 75 Afghan students of Islamic Azad University,Shahr-e-Qods
branch, who were studying in the academic year of 2022, selected. Quinless and Nelson's Learned Helplessness questionnaire (1988), Snyder's Hope questionnaire (1991), Steger's
Meaning in Life questionnaire (2006) and Hermans' Achievement Motivation questionnaire (1970) used to gathering data. After using the significance test of the coefficient correlation
and multivariate correlation regression analysis, the results showed that variables such as hope, meaning in life and achievement motivation can predict 10.3% of the variance of the
criterion variable learned helplessness (R=0.103, N=75, P<0.05). Among the predictive variables, hope can significantly and negatively predict learned helplessness (β=-0.272,
P<0.05). In other words, it can be said that the higher a person's hope in life goes, the less his learned helplessness will be. The meaning of life in this research is not able to predict
learned helplessness (β=0.073, P>0.05). Also, the achievement motivation in this research is not a significant predictor and does not have a significant effect on learned helplessness
(β=-0.188, P>0.05). The results of the present research indicates the need for managers and planners at the high levels of the government, educational system, and mental health
professionals to pay more attention to the challenges and mental health status of Afghan students studying in Iran.

The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities. Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention. The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640). Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

The aim of the present study was to investigate the mediating role of achievement motivation in the relationship between emotional intelligence with academic performance among female students of public technical and vocational schools in Mashhad. The statistical population of this research includes all female students studying in the government technical and vocational schools of Mashhad in the academic year 2021-2022 (N=45200), which according to Cochran's table, a sample of 381 people was selected using the cluster sampling method. In this research, Pham and Taylor's (1990) academic performance questionnaire, Shrink's emotional intelligence questionnaire and Harter's (1980) academic achievement motivation questionnaire were used. The data obtained from this research were statistically analyzed using AMOS software. The findings showed a significant relationship between emotional intelligence and academic performance, emotional intelligence and motivation for academic achievement, and motivation for achievement with academic performance. Also, the results indicated a significant relationship between emotional intelligence and academic performance with the mediating role of achievement motivation among students. The results obtained from the current research can be used in the form of educational packages for the use of school counselors as well as the teaching staff in order to improve the performance and success of students and provide the information to students and their families.

In recent decades, adolescents and young people in the country have turned to soccer and the need to pay attention to their basic training seems essential. Therefore, this study aimed to design and evaluate the effectiveness of an educational-motor intervention on the achievement motivation of adolescent soccer players.

In this quasi-experimental study, the research method was a pre-test, post-test, and follow-up design with a control group. The statistical population consisted of all 12 to 16 years old adolescents attending the soccer school of Saipa Cultural and Athletic Corporation in Tehran in 2022. Among them, 60 people were selected based on the inclusion criteria and then assigned to experimental and control groups (30 people in the experimental group and 30 people in the control group). The research instrument was the Achievement Motivation Questionnaire (Hermans, 1970). The experimental group received the educational-motor intervention training in sixteen 60-minute sessions, and the control group was on the waiting list. Data were analyzed using repeated measure analysis of covariance via SPSS Statistics 23 software.

The results showed that there was a significant difference between the experimental group and the control group in the post-test and follow-up phases (P<0.05), and the educational-motor intervention improved the achievement motivation of adolescents attending soccer school  (P<0.05).    

According to the results of the present study, the educational-motor intervention can be effective in improving the achievement motivation of the adolescents attending the soccer school of Saipa Cultural and Athletic Corporation. It is recommended that curriculum designers in the Ministry of Sports and Youth use this method to improve the achievement motivation of adolescents in soccer schools.

The aim of this study was to analyze the effect of teaching happiness using cognitive-behavioral method on hope for life and achievement motivation of female students dissatisfied with their body image. For this purpose, by sampling clusters from junior high school students of Isfahan in the academic year(2019-2020) one school was selected and all the ninth grade students of this school (n =90) took body image concern questionnaire (Littleton, Axsom, & Pury, 2005). Based on the results, 28 subjects who had the highest body image concern were selected and randomly divided into two groups of 14 subjects, experiments and controls. Examiners of both groups completed hope scale questionnaire (Snyder, Harris, & Anderson, 1991) and achievement motivation questionnaire (Hermans, 1970). Students in the experimental group attended 10 90-minute cognitive-behavioral happiness training (Fordayce, 1983). The subjects in the control group were not given any training. After conducting the trainings, the subjects of both groups completed the hope scale and the achievement motivation questionnaires again. For analysis, the statistical analysis method of covariance was used.The results showed that teaching happiness using  cognitive-behavioral method has an effect on improving the level of hope for life and achievement motivation of female students with body image dissatisfaction (p <0.05).

The aim of this study was to investigate the effects of mindfulness training on achievement motivation and life satisfaction among the girls in second high school.The method used in this study is semi-experimental whit pre-test and post-test and control group. Statistical population was all second high school girls from Tehran city, who were enrolled in the 2016-17 academic year. The sample group included 30 students that were selected by disposal sampling method. They were randomly assigned into experimental and control groups. Assessment instruments were Hermans achievement motivation questionnaire (1977) and Huebner’s Life Satisfaction (2001). The experimental group was trialed with mindfulness therapeutic technique in 8 sessions, while the control group was not received any treatment. Data were analyzed using Multivariate analysis of covariance (MANCOVA). The results showed that mindfulness training on achievement motivation and life satisfaction adolescent girls were positively influenced. The calculated effect size showed that the effects of mindfulness training on achievement motivation has been more than satisfactory life of adolescent girls. Counselors and psychologists working in schools and counseling centers can be used to enrich the results of this research on achievement motivation and satisfaction of life of adolescent girls use.

The purpose of this research was to predict the job satisfaction of primary teachers in Kazeron based on psychological hardiness and Achievement Motivation.

The current research was descriptive-correlational in terms of method and nature. The statistical population of this research included 430 elementary school teachers in Kazeron city, 201 of whom were selected using the Karjesi and Morgan tables from Roshan Monegiri Tasadeghi Sadh. The tools of this research were the three motivational questionnaires of Helm-Dige and Spence (1977), the Minnesota Job Satisfaction Questionnaire (MSQ) and the psychological toughness questionnaire of Kobasa et al. (1982). The validity and reliability of the questionnaires have already been confirmed by various researches. Extracted data was analyzed using multiple regression test and SPSS22 software.

The findings show that there is a significant relationship between job satisfaction and psychological toughness according to the correlation coefficient of 0.427 and there is a significant relationship between job satisfaction and motivation to progress according to the correlation coefficient of 0.778. Both variables can significantly predict teachers' job satisfaction.

The job satisfaction of teachers can be predicted based on psychological toughness and motivation. And motivation to progress has a greater contribution in predicting teachers' job satisfaction.