Document Type : Research Article
Authors
Abstract
The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved model showed that motivational variables play an essential role in deciding to continue or quit school by students. Also, it is proved that motivational variables can be either reinforced in the classroom by autonomy-supportive teachers and highly perceived educational values or exasperated by controlling teachers and low perceived values of education. Collected data from 365 guidance and high school students, were analyzed using LISREL. Results showed that the perceived value of education predicted personal motivation to education. The results also showed that there is a negative relationship between perceptions of teacher support and perceived competence. The perceived competence had a positive relationship with the dependent variable in deciding to continue or quit school. The motivational sources not only had an effect on the decision to continue or quit school, but also on educational performance.
Keywords
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