The Impact of Motivational Beliefs on Self-Motivation of Students in Agricultural Vocational Schools in Tehran and Alborz Provinces

In this research, the relationship between motivational beliefs and self-motivation strategies was investigated. The statistical population of this study was students of agricultural schools of Tehran and Alborz (425 people). The sample size was estimated using Cochran's formula of 205 people who were selected by random sampling method with appropriate assignment. Completed a questionnaire that included three sections, individual characteristics, self-motivation strategy (environmental control, increased interest, self-reward, self-talk strategy for implementation, self-talk strategy for skills acquisition) and motivational beliefs (perceived value and competence). In order to verify the reliability of the instrument, the combination reliability (CR) and Cronbach's alpha (α) were used. Also, the content validity of the instrument was measured by the professors of the Agricultural Extension and Education Department of Tehran University and the construct validity through the mean of the extracted variance (AVE) Was investigated. For data analysis Lisrel software and SPSS software were used. The structural equation model showed that the dimensions of motivational beliefs have a positive and significant relationship with the application of motivational strategies; competence and perceived value can be 19, 2, 8, 28, 15 and 15 percent of the variance of interest increase strategies, environmental control Self-reward, self-talk strategy, and self-talk to learn skills.