جستجوی مقالات مرتبط با کلیدواژه « extrinsic motivation » در نشریات گروه « علوم تربیتی »

The purpose of this research was the comparison of academic achievement motivation in the in Elementary, first session high school, and second session High School Girl Students. In this research, the statistical society was all of the girl students in Tehran.  To this study 297 girl student of Tehran schools was selected by multistage cluster sampling way. The sample consisted of 102 students of elementary, 104 students of first session high school, and 91 students second session high school grade. Students answered to Harter’s academic achievement motivation scale. Validity and stability of this test were analyzed by Bahrani and Razaviyeh (2009) and Alpha coefficient for intrinsic and extrinsic motivation were 0/85 and 0/69. Factor analyses of the test, indicates of constract validity. Data of this research, were analyzed by ANOVA test and Scheffe Post Hoc test.  Analysis of the data showed that Academic intrinsic motivation in elementary school students was significantly more than other grades. So, the intrinsic motivation reduces from elementary school to first session high school and it decreases insignificantly in second session high school. Academic extrinsic motivation in first session high school, and second session high students was significantly more than elementary school students. According to this research, the intrinsic motivation decreases from elementary school to first session high school, and it reduces insignificantly in second session high school.

The aim of this study was to determine the structural relationship between intrinsic and extrinsic motivation, attitudes toward knowledge sharing, perceived behavioral control, subjective norms, intentions of knowledge sharing and knowledge sharing behavior of teachers in female conservatories of Isfahan City, Iran. The sample size was 256 estimated through Krejcie andMorgan Sample Size Determination (1970). The questionnaires were randomly distributed among teachers. Data was gathered through Buck's subjective norms questionnaire (Buck et al., 2005), Kankanhalli's intrinsic and extrinsic motivation questionnaire (Kankanhalli, et al., 2005) and Hill (1987), Buck's attitudes toward knowledge sharing questionnaire (Buck et al., 2005), Chao and Hu's perceived behavioral control questionnaire (2001), Buck and Kim's knowledge sharing behavior questionnaire (2002). The results showed that the model fits well with the research data. It can be concluded, therefore, intrinsic and extrinsic motivation, attitudes toward knowledge sharing, perceived behavioral control, subjective norms, and intention of knowledge sharing are influential factors in teachers' knowledge sharing behavior.

Learning is one of the most important concepts that has a high priority for universities and scientific centers. The learning process of student has been affected by many variable such as individual factors such as (personality, motivation, abilities, etc.) and environmental factors such as (instructor, references, classroom conditions, etc.). The aim of this research is to investigate the effect of university textbook features on student learning with the emphasis on the role of motivation. The research is descriptive and was conducted during four semester among six educational group. The total number of 192 students from University of Zanjan (in the field of management in undergraduate level) were selected as statistical population and 162 person (by using purpose sampling) was participated in the research. Three questionnaires were used for data collection that their validity and reliability were approved. The findings show that characteristics of university textbook have significant and direct effect on student’s intrinsic motivation. Student`s intrinsic motivation has a significant and direct effect on extrinsic motivation. The effect of both intrinsic motivation and textbook characteristics on the student`s learning was significant, but the effect of extrinsic motivation on learning was not significant. The extrinsic motivation mediates the relationship between intrinsic motivation and learning.

This study examined the effect of a cognitive- behavioral multifaceted intervention on academic motivation among middle school female students of Isfahan.Statistical population was students who were in middle school girls in Isfahan.The samples consist of 54 students of third year in 1391-92 academic years who were selected through cluster random sampling and randomly assigned to experimental and control groups. (27 experimental group and 27 controls). Martin (2008), multifaceted intervention program, was conducted on experiment group. Research tool was the Valrand Academic Motivation Scale (1990). Collected data was analyzed by analysis of Multivariate covariance (Mancova). Results showed that the multifaceted interventions to cognitive - behavioral Martin is effective on academic intrinsic of motivation intrinsic school female students in Isfahan. Multifaceted interventions to cognitive - behavioral Martin is effective on academic motivation extrinsic school female students in Isfahan.