انگیزه پیشرفت

Academic engagement is one of the most influential variables on students' academic performance and achievement and lack of academic engagement can have irreparable consequences. Therefore, the present study was conducted to investigate the mediating role of achievement motivation in the relationship between perceptions of school atmosphere and academic engagement of female students. The research method was correlational modeling of structural equations. The statistical population included all girls of secondary school in Shiraz. The sample group consisted of 257 female students in Shiraz who were selected by cluster random sampling. Measurement instruments were Academic Engagement Questionnaire, Achievement Motivation Questionnaire and Perception Scale of School Atmosphere. Data were analyzed using structural equation modeling. Significance level for all statistical tests was p <0.05.  The results of structural equation modeling showed that the dimensions of perception of the school atmosphere were positive and significant predictors of achievement motivation. Also, the dimensions of perception of the school atmosphere were positive and significant predictors of academic engagement. In addition, achievement motivation was a significant predictor of students' academic engagement. Finally, the results showed that the dimensions of perception of the school atmosphere through the motivation of progress were able to predict students' academic engagement.

Today, the motive of progress plays an important role in the development of societies, and among the cultures of different ethnic groups and the national culture, it can be effective in strengthening this motive. This article was conducted with the aim of investigating the relationship between ethnic culture and motivation for progress. The method of the current research was a survey and the data collection tool was a questionnaire. The statistical population of this research was all people over 18 years of age from Persian and Turkish ethnic groups in Tehran. 384 people were selected for each ethnicity. Data analysis was based on path analysis and Smart Pls third version software. The findings showed; there is a significant and positive relationship between ethnic culture and motivation for progress. There is a meaningful and positive relationship between ethnic culture and national culture. There is a significant and positive relationship between national culture and motivation to progress. There is a significant and positive relationship between socio-cultural values of ethnic culture and motivation for progress. There is a significant and positive relationship between economic values of ethnic culture and motivation for progress. There is a significant and positive relationship between political values of ethnic culture and motivation for progress. According to the findings of the research, it can be concluded that ethnic culture is one of the important variables in the motivation of progress.

The main aim of this research was to predict learned helplessness based on hope, meaning in life and achievement motivation of Afghan students in Iran. In terms of implement, this
research is part of descriptive correlation type research and in terms of purpose, it is part of applied research. All the Afghan students of Islamic Azad University in Tehran province
constituted the statistical population of this study. Using convenience sampling method and Green's formula (1991), 75 Afghan students of Islamic Azad University,Shahr-e-Qods
branch, who were studying in the academic year of 2022, selected. Quinless and Nelson's Learned Helplessness questionnaire (1988), Snyder's Hope questionnaire (1991), Steger's
Meaning in Life questionnaire (2006) and Hermans' Achievement Motivation questionnaire (1970) used to gathering data. After using the significance test of the coefficient correlation
and multivariate correlation regression analysis, the results showed that variables such as hope, meaning in life and achievement motivation can predict 10.3% of the variance of the
criterion variable learned helplessness (R=0.103, N=75, P<0.05). Among the predictive variables, hope can significantly and negatively predict learned helplessness (β=-0.272,
P<0.05). In other words, it can be said that the higher a person's hope in life goes, the less his learned helplessness will be. The meaning of life in this research is not able to predict
learned helplessness (β=0.073, P>0.05). Also, the achievement motivation in this research is not a significant predictor and does not have a significant effect on learned helplessness
(β=-0.188, P>0.05). The results of the present research indicates the need for managers and planners at the high levels of the government, educational system, and mental health
professionals to pay more attention to the challenges and mental health status of Afghan students studying in Iran.

The aim of this study was to investigate the effects of mindfulness training on achievement motivation and life satisfaction among the girls in second high school.The method used in this study is semi-experimental whit pre-test and post-test and control group. Statistical population was all second high school girls from Tehran city, who were enrolled in the 2016-17 academic year. The sample group included 30 students that were selected by disposal sampling method. They were randomly assigned into experimental and control groups. Assessment instruments were Hermans achievement motivation questionnaire (1977) and Huebner’s Life Satisfaction (2001). The experimental group was trialed with mindfulness therapeutic technique in 8 sessions, while the control group was not received any treatment. Data were analyzed using Multivariate analysis of covariance (MANCOVA). The results showed that mindfulness training on achievement motivation and life satisfaction adolescent girls were positively influenced. The calculated effect size showed that the effects of mindfulness training on achievement motivation has been more than satisfactory life of adolescent girls. Counselors and psychologists working in schools and counseling centers can be used to enrich the results of this research on achievement motivation and satisfaction of life of adolescent girls use.

the main objective of this research is to examine the impact of social capital and its dimensions and the motivation for advancement on the entrepreneurial spirit of students. The statistical population of the study is all TabrizUniversity students at all levels in the academic year of 1395-1396, from whom 382 students were selected through random sampling and the data were collected. The results showed that there is a positive and significant relationship between total social capital, social trust, social norm, social network and motivation for progress with the entrepreneurial spirit of students. In addition, the results indicated that there was a positive and significant relationship between the dimensions of entrepreneurial spirit and independent variables of research. The result of path analysis also showed that the motive of progress directly influenced the dependent variable by 0.29%. The variable of social trust is 0.14% directly and 0.18 percent have influenced the entrepreneurial spirit through the motive of progress. The social norm variable, as much as 0.15%, has influenced the entrepreneurial spirit of the studied sample. Finally, the social network variable had the most direct effect (0.36%) and indirectly (40.0%) through the variable of the motive of progress on the variable of entrepreneurial spirit.

Present study was performed to assess the effectiveness of educational software on achievement motivation and creativity of hearing impaired students in Arabic course with quasi-experimental method (pre and post test design with control group). Statistical population were consisted of all hearing impaired students of junior school in Mazandaran province in year 2013 in which according to convenience sampling method 2 classes of 60 students were selected and were classified in 2 experimental(30 persons) and control (30 persons) groups. Study tools were Herman’s questionnaire of achievement motivation and Torrance test of creativity. Statistical independent t test was used to test hypothesizes. Results showed that teaching Arabic by means of educational software has increased achievement motivation and creativity of hearing impaired students.