predicting students' achievement motivation based on academic self-efficacy, academic self-efficacy, dysfunctional attitudes, and the meaning of education

Authors

  • Darba, Mohamad M.Sc. Student of Family Counseling, Department of Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
  • Mahmoudpour, Abdolbaset PhD Student of Counseling, Department of Counseling, Faculty of psychology and educational sciences, Allameh Tabataba'i University, Tehran. Iran.
  • Nowzari, Mohammad M.Sc. of Family counseling, Department of Educational Sciences and Counselling, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran.
  • Sheikhi, Sonay M.Sc. of Clinical Psychology, Department of Counseling, Faculty of Humanities Sciences, Islamic Azad University Ahvaz Branch, khozestan, Iran.
  • Zolfaghari, Shadi M.Sc of Psychometry, Faculty of psychology and educational sciences, Allameh Tabataba'i University, Tehran. Iran.
Abstract:

Achievement Motivation is a tendency to try to choose and perform activities that aim to achieve success or avoid failure. The aim of this study was to Predicting studentschr('39') achievement motivation based on academic self-efficacy, academic self-efficacy, dysfunctional attitudes, and the meaning of education. The research method was correlational. The statistical population included all male dormitory students of the University of Tehran and the statistical sample included 293 people who were selected as available. Research tools included the Hermans (1977) The achievement motivation Scale, Jones  & Rhodewalt (1982) The self-handicapping scale, Jinks & Morgan  (1999) The Academic Self-efficacy Scale, Weissman & Beck (1987) The Dysfunctional Attitude Scale, and Henderson-King and Smith (2006) The Learning Meaning Scale. Data were analyzed using Pearson correlation, regression and t statistical tests. The research findings showed that the relationship between academic self-empowerment, academic self-efficacy and the meaning of education with achievement motivation at the level of 0.01 is positive and significant and the relationship between dysfunctional attitudes and achievement motivation is negative and significant) P< 0/01(. Also, the results of regression analysis showed that the predictor variables explain 21% of the variance of the achievement motivation. The results of this study help identify the factors influencing the achievement motivation and show the need for more attention of officials to these factors to promote achievement motivation and subsequent success.

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volume 9  issue None

pages  51- 62

publication date 2020-10

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