The relationship between academic achievement and family culture conditions in students' academic motivation

The present study was conducted with the aim of investigating the role of academic progress and family culture on academic motivation. The present research method was descriptive and correlational and applied in terms of purpose. The statistical population of the present study included all the fourth, fifth, and sixth-grade students of the Shahdad district in Kerman, Iran. The sampling method was available and the number of samples was 353 considering the size of the population and Morgan's Table. Tools used in the research were Wallerand's (1992) academic motivation questionnaire, Pham and Taylor's (1990) academic progress, and the family culture subscale of the family conditions questionnaire (Noorbakhsh, 2013). Data analysis was done using a correlation test and multiple regression using Inter method. The results of the findings showed that academic progress and family culture had a significant relationship with academic motivation and were able to explain 69% of academic motivation. These results show the need for scholars to pay serious attention to enriching the family culture and academic progress to increase academic motivation.