Document Type : Research Article

Authors

Abstract

The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional sessions) was independent variable and cognitive-adaptive motivational dimension (self efficacy, valuing and mastery orientation), behavioral-adaptive motivational dimension (persistence, planning and task management), cognitive-maladaptive motivational dimension (failure avoidance, uncertain control and anxiety), behavioral-maladaptive motivational dimension (disengagement and self handicapping) and academic performance were dependent variables. The present study was an experimental design with pretest-posttest and control group. The instruments of this study include the Motivation and Engagement Scale - High School (MES-HS) of Martin, Self-Regulated Learning Strategies (SLRS) of Zimmerman and Martinez-Pons, and Motivated Strategies for Learning Questionnaire (MSLQ) of Eccles. The sample consisted of 60 second grade male high school students (2008-2009), who were selected randomly by multi-stage sampling method. The results of MANCOVA showed that academic motivation training caused significant improvement in students' self efficacy, valuing, mastery orientation, persistent, task management and academic performance. Also, the results indicatd that academic motivation training caused significant decrease in students' anxiety, failure avoidance and uncertain control. But, there was no significant improvement in students' planning, self handicapping and disengagement.

Keywords

فارسی
رفیعیان، کیوان (1379). بررسی رابطه راهبردهای یادگیری خودگردان، مؤلفههای انگیزشی و هوش با یکدیگر و با عملکرد تحصیلی دانشآموزان سال دوم دبیرستانهای اهواز. پایان‌نامه کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز.
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