جستجوی مقالات مرتبط با کلیدواژه « achievement motivation » در نشریات گروه « علوم اجتماعی »

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 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 present study aims to compare the psychological characteristics of high school students involved in cyberspace and ordinary student’s. The statistical population of this study included all students of high school schools in Poldokhtar city in 2017-2018, which was about 3990. According to Krejcy and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on multi-stage sampling method. McFarlane's love of learning questionnaire (2003), Oxford Happiness (1989), Rosenberg's self-esteem, shearer and carver Life Orientation (1995), Herman's achievement Motivation (1970), and Self-Regulatory Skills of Buffard et al (1995) was used. Data were analyzed using SPSS21 software. Data analysis showed that students involved in cyberspace, significantly, have less love of learning, happiness, academic achievement motivation and poorer academic performance, lower self-esteem and at last, their life orientation were more pessimistic, but there is no significant difference between two groups in the use of self-regulatory skills. The findings of this study suggest that the drowning of students in cyberspace from various aspects can lead to harm to them as learners of knowledge, which this damage can at first, be emotional and it will attack the love of learning, happiness, self-esteem and positive life orientation in adolescents. In the next, it can lead to academic failure and an inappropriate academic performance.

Educational systems are based on the education and training of the future generation of the society, and students have a central role in this system, and the existence of social support from families, the government, the education system, and organizations. And other inputs are required for their growth. In this regard, psychologists and teachers consider motivation as one of the key concepts used to explain different levels of performance. The main cause of behavior is motivation and it can be defined as the driving force of human activities and the factor of his learning. Also, this concept can be used to explain the difference between students who have the same aptitude for learning, but their academic progress is different. From the point of view of psychologists, motivation is an internal process that activates, directs and maintains behavior over time, and motivation has been divided into two categories: "internal" and "external". The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between success factors and student achievement motivation.

This was a descriptive correlational study. The statistical population of the present study included all 11th grade female students in Kermanshah in the academic year 2018-19. From this population, 400 people were selected using multi-stage cluster sampling method. Data collection tools were the Student's Academic Self-Efficacy Questionnaire (Jink and Morgan (1999), Waz & Isaacson (2008), Schumer's Epistemological Beliefs (1990), The Basic Psychological Needs of the Guardian et al. (2000), and Progress Motivation. Were Hermans (1987). Data were analyzed using structural equation modeling statistical method in SPSS24 and Amos24 software.

The results showed that the fit of the measurement model and the structural model of the research were confirmed. The results showed that epistemological beliefs, successful academic identity and basic psychological needs had a direct and significant effect on academic self-efficacy and achievement motivation and academic self-efficacy on achievement motivation. Finally, basic needs have a positive effect on successful academic identity and significance of 95% confidence level (P <0.05).

Based on the results of the study, students who have suffered from academic failure and their motivation for progress and success has a declining trend can be used by using psychological counseling to improve academic identity, epistemological beliefs and basic psychological needs. He intervened and provided the ground for their academic progress. The results of this research can also lead to proper planning in order to adopt appropriate school strategies to increase the motivation of students' progress and consequently reduce academic decline and reluctance.

This article aimed to identify the effective ethical-religious roots on primary entrepreneurship within capitalism, in order to firstly present Islam's view on the ethical-religious roots; and secondly, to state the basic teachings preventing the dilemmas that the Western economic system has been suffering from. The research was done by content analysis and semantic methods. The results suggest that some of the ethical-religious roots of primary entrepreneurship in capitalism are not accepted by Islam. In addition, “Economic greed” that isn’t acceptable in Islamic view, is contrary to the Bible too. Islam firstly, does not encourage achievement motivation, which is one of the most important characteristics of entrepreneurs, by sanctifying wealth and mere profit; Islam encourages it by inviting to development of the earth and ultimately to Allah mercy and grace. Secondly, in order to improve personal and public life while preventing the capitalist dilemmas, Islam advises entrepreneurs to maximize efforts to increase income and return wealth through zakat, charity and job creation.

The present article aims at investigating the effect of religious attitudes on achievement motivation do with mediating role of self-efficacy.
The method of the study is Correlation. In this study, a sample of 201 students from the University of Al-Zahra were selected by available sampling. Then the participants were asked to Complete the standardized scales, (Khodayarifard religious gauge attitudes) , self-efficacy,s Schere and achievement motivation's Hermans.
The results of the analysis showed that the model is a good fit and the impact of religious attitudes on self-efficacy and self-efficacy on achievement motivation is a significant, also the impact of religious attitudes on achievement motivation is significant through self-efficacy.
The authors of the survey concludethat self-efficacy is a appropriate mediator between religious attitudes and achievement motivation education. This means that any increase in self-efficacy from due to religious beliefs, will result in motivation achievemen increase.

The purpose of this research was to compare resiliency, perceived social support, self-efficacy and achievement motivation of male students in divorced and ordinary families. To conduct this ex-post facto study, 40 male students from divorced families and 40 male students from ordinary families, who were studying at middle schools in Takab township in 1392-93 academic year, were selected randomly. Research tools included resiliency scale of canner & Davidson (2003), perceive social support questionnaire (Zimet and et al, 1998), self-efficacy questionnaire (Shere and Adams, 1983) and achievement motivation questionnaire (Hermans, 1970). The data were analyzed using multivariate analysis of covariance. Results showed that students from divorced families compared with students from ordinary families get significantly higher scores in resiliency, perceived social support, self-efficacy and achievement motivation. Regarding with the results of the current study, it could be conclude that it is essential to pay special attention to psychological problems of students from divorced families.

The aim of this study was to compare personality characters such as temperament, extroversion, sensation seeking, achievement motivation, and locus of control among university students of Iranian ethnicities. To carry out this causal - comparative research, a sample of 226 university students were selected randomly from four cities with Turkish, Persian, Kurdish and Lorry dialect. The participants were asked to complete temperament (Buss and Pellamin, 1984), brief extroversion scale of five big factors (McCrae and costa, 1992), sensation seeking (Zukerman, 1969), achievement motivation (Edvardz, 1953) and locus of control (Nowicki and Strickland, 1973) questioners. The results of MANOVA showed that there is significant differences among university students of ethnics in extroversion and locus of control (P<. 05), but there is no significant differences among university students of ethnicities in sensation seeking, temperament and achievement motivation (P>. 05). The results post hoc LSD test showed that Lor ethnicity students got higher scores in extroversion and external locus of control, but Persian ethnicity students got lowest scores in external locus of control. Furthermore, the results revealed that male students got higher scores in sensation seeking and achievement motivation (P<. 01). Regarding with the results of the current study, we can conclude that there are some differences between some personality characters of university students from different Iranian ethnicities.

Present study was performed to assess the effectiveness of educational software on achievement motivation and creativity of hearing impaired students in Arabic course with quasi-experimental method (pre and post test design with control group). Statistical population were consisted of all hearing impaired students of junior school in Mazandaran province in year 2013 in which according to convenience sampling method 2 classes of 60 students were selected and were classified in 2 experimental(30 persons) and control (30 persons) groups. Study tools were Herman’s questionnaire of achievement motivation and Torrance test of creativity. Statistical independent t test was used to test hypothesizes. Results showed that teaching Arabic by means of educational software has increased achievement motivation and creativity of hearing impaired students.

Previous research studied the effect of Life Skills Training (LST) on psychological variables، and its effect on academic variables has been neglected. The purpose of this research is to study the effectiveness of Life Skills Training (LST) program on achievement motivation and academic achievement in the third grade high school students in Piranshar city. The research method is experimental with pre-test، post-test and control group. The Population of research is comprised of all third grade high school students in Piranshar city (academic year 1388-89) and 145 of them (77 boys and 68 girls) were selected through cluster random sampling and were placed into two (74 experimental and 71 control) groups. The Hermans achievement motivation test (1970) was administered for all students before and after the training. The experimental group received the LST program as treatment. The averages of semester were used as academic achievement of students. Data were analyzed by descriptive statistics methods and covariance. The findings showed that the LST program have effect on achievement motivation and academic achievement of students (P<0. 001) and its effect on girl and boy was similar. According to the role and necessity of Life Skills Training (LST)، training of these skills must include in all educational levels as main component of curriculum of schools