خلاصة:
Objective: The aim of this research was to construct and validate a multi-factor academic motivation questionnaire that examines various motivational dimensions in these students. Method: The statistical population of the research included all first-year middle school students in Semnan city. 580 students were selected using a multi-stage random sampling method. All of them completed the Semnan multi-factor academic motivation questionnaire. Educational component measures such as discipline score, frequency of school absence, and student GPA were collected. Factor correlation, educational components, and validity analysis were used to examine psychometric properties, and confirmatory factor analysis was used to examine the measurement model and the structure of internal relationships between items. Findings: The findings showed that compared to four competing models, a nine-factor model with the Semnan multi-factor academic motivation questionnaire was a good fit. The relationship between motivational factors and educational components was in the expected direction. Conclusion: The findings showed that the Semnan multi-factor academic motivation questionnaire has appropriate psychometric properties and can be used as a diagnostic and research tool.
ملخص الجهاز:
Bandura (1997) which includes the self-efficacy component; attribution and control theory (Connell 1, 1985; Weiner, 2 1994) which includes the components of attribution and sense of control; expectancy-value theory (Eccles 3, 1983; Wigfield 4, 1994; Wigfield and Eccles, 1992, 2000; Wigfield and Tonks 5, 2002) which reflects the value dimension; self-determination theory (Ryan and Deci, 2000) which 6 expresses the dimension of goal orientation or motivation, need for achievement, and self-esteem (Atkinson, 1957; Covington and Omelich 7, 1991; McClelland 8, 1965) which includes components such as fear of failure, anxiety, learned helplessness, and lack of engagement in academic activities; and finally, self-regulation theory (Martin, 2001, 2003; Miller, Green, Mantalu, Ravindran, and Nicholas 9, 1996; Zimmerman 10, 2002) which includes components such as planning, task management, and persistence.
0/59 (0/39) 1/95 (0/84) 0/15 The findings showed that self-efficacy had a positive correlation with the factors of mastery goals, task value, planning, task management, and persistence, and a negative and significant relationship with the factors of test anxiety, avoidance of failure, and perceived lack of control.
One axis of previous research shows that mastery goals have a positive relationship with self-efficacy, the use of deep cognitive strategies, self-regulated learning, and effective coping with problems in individuals (Lee, McInerney, Liem, and Ortiga 1, 2010; Kaplan and Flum 2, 2010; Church, Elliot, and Gables 3, 2001; and Lai and Meng 4, 2006), while some studies did not observe a significant relationship between mastery goals and academic performance (Dupeyrat and Marine 5, 2005; Elliot and McGregor 6, 2001).
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