International Academic Journal of Social Sciences

  • ISSN 2454-3918

The impact of academic motivation education on cognitive-adaptive / non-adaptive, behavior-adaptive / non-adaptive dimensions of motivation and academic performance of female second year high school students in Mahneshan

Maryam Ahani

Abstract: This study aimed to evaluate the impact of academic motivation education on cognitive-adaptive / non-adaptive, behavior-adaptive / non-adaptive dimensions of motivation and academic performance of female second year high school students in Mahneshan. The academic motivation education (in 16 sessions) was the independent variable; the self-efficacy, mastery-orientation, valuation, stability, planning, task management, anxiety, avoiding failure, uncertain control, self-handicapping, lack of education obligation, and academic performance were the dependent variables. This was a field experimental study with pretest and posttest and follow-up with control group. The Martin’s high school student's academic motivation and commitment questionnaire, Zimmerman and Martynz-Ponez’s self-regulated learning strategies questionnaire, and Eklis’s learning motivational strategies questionnaire were used as research tools. Using multistage random sampling method, 60 female second year high school students were selected as sample in Mahneshan in academic year 2011-2012. They were divided into experiment and control groups. Before the education, both experiment and control groups took academic motivation and commitment pre-test. Then, the academic motivation was taught to experiment group; the control group was not taught. After completion of course, the post-test was immediately given from both groups. Finally, 6 weeks after the end of course, both groups took follow-up test. The results of multivariate analysis of covariance (MANCOVA) showed that the academic motivation education increased significantly the self-efficacy, mastery-orientation, valuation, stability, task management, and academic performance; it also decreased significantly the anxiety, failure avoidance, and uncertain control. However, there was no significant difference in planning, self-handicapping, and lack of education obligation variables.

Keywords: Academic Motivation, Self-Efficacy, Mastery-Orientation, Valuation, Stability, Task Management, Planning, Anxiety, Failure Avoidance, Uncertain Control, Self-Handicapping, Lack of Education Obligation, Academic Performance

Page: 133-138

Volume 3, Issue 1, 2016