انگیزش پیشرفت

The present study was conducted with the aim of investigating the structural equation model of achievement motivation based on self-handicapping and cyberspace engagement with the mediation of happiness.

The descriptive research method was correlation type. The statistical population included secondary school students in Pol Dokhtar city. 346 people were selected by multi-stage cluster sampling method.

The findings showed that the obtained model has a good fitness. Based on this, there was a negative relationship between the involving in cyberspace with achievement motivation and happiness, and on the other hand, there was a positive and significant relationship between happiness and achievement motivation. Also, the mediating role of happiness in relation to cyberspace engagement and achievement motivation was confirmed, but However, the direct and indirect relationship between self-handicapping and achievement motivation was not significant.

Therefore, according to the significant role of the mediator variable of happiness, it is possible to prevent the negative consequences of cyberspace by creating a happy and pleasant environment for students in the school and family environment.

The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of this study consisted of all female fifth grade elemantary school students in Izeh city in the academic year of 2020-2021. Then 30 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to experimental and control groups. The instruments used in this study were emotional intelligence (Petrides & Furnham, 2001) achievement motivation (Hermance, 1977) and academic self-concept (Liu & Wang, 2005). The experimental group received neuro linguistic programming strategies training for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (multiple covariance analysis) tests. Experimental group showed significant increase in achievement motivation and academic self-concept after being trained, But no significant effect was observed on emotional intelligence. Based on the result we can say that neuro linguistic programming strategies training is an important method in improving of achievement motivation and academic self-concept students with learning disability.

Motivation is an intrinsic phenomenon that drives the individual into action and derives from one's needs. In order to increase students' motivation, it is necessary to develop indicators such as successful academic identity, ethological believes and basic needs. This study was descriptive-correlational. The statistical population of the present study is all female students studying in eleventh grade is district 1, 2 and 3 in Kermanshah in the academic year 2017-2018. The results showed that there is a significant relationship between successful academic identities, epistemological believes, basic needs of students and academic motivation (p<0.05). The results also confirm the mediating role of self-efficacy in the relationship between successful academic identities, epistemological believes, students' basic needs, and their academic achievement (p<0.05). Therefore, attention to variables such as self-efficacy, basic needs of students, epistemological believes, and successful academic identity are necessary to increase students' motivation for student achievement.

The aim of this study was to mediate the role of achievement motivation in the relationship between sports identity and athletic performance of adolescent athletes. The research was a descriptive correlational study based on structural equation modeling. The statistical population of the present study included all male adolescents aged 15 to 18 years in Gorgan and 220 adolescent athletes were selected as sample. Data collection tools included three questionnaires to examine research variables. Findings showed that there is a significant positive relationship between sports identity and achievement motivation with sports performance and the research model was confirmed in general 41% of sports performance can be explained by sports identity and achievement motivation. Also, the variables of sports identity and achievement motivation have a significant direct effect on sports performance. The results of this study emphasize the need for the role of identity and motivation and ultimately sports performance in athletes.

The purpose of this study was designing and fitting an causal model of the relationship between cognitive appraisal, perceived social support, achievement emotions and achievement motivation in graduate students. The research design was descriptive- correlational by use of structural equation modeling. The target population included all postgraduate students of Shiraz University) about 3400 people) in 2019-2020 academic year. The sample size was 400 (224 girls and 176 boys), selected by multistage cluster sampling method. Data were gathered using Peacock & Long (1990) Cognitive Appraisal, Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, Pekrun, Goetz, and Perry (2005) Achievement Emotions, and  Rashid, Zakeri, Salahshouri and Kordnoghabi (2012) Educational Motivation Questionnaires. Data was analyzed by use of Structural Equation Modeling method in Amos software. The results showed that the proposed model fit the data. Also cognitive appraisal due to negative and positive emotions, and perceived social support due to positive emotions had a significant effect on achievement motivation, but perceived social support due to negative emotions did not have a significant effect on achievement motivation. Based on the findings, it is suggested  that parents and teachers train students adapted cognitive assessment and emotional management from primary education in order to face the stressful academic situations favorably Especially in postgraduate studies; Also family, friends, professors and universities by providing emotional, informational and financial support as well as providing and upgrading scientific equipment mediating to arise positive emotions, cause more achievement motivation in students.

In every educational system, the degree of motivation and academic progress of students is one of the indicators of success in scientific activities. The aim of the present study was to model the mediating role of anxiety caused by Covid-19 in the relationship between identity styles and students' motivation to progress.

The research design was correlational. The statistical population included all female students of the second year of high school in the 3rd district of Tehran in 2022. The participants were 330 students who were selected by cluster random sampling method. All of them responded to the Hermans (1977) Achievement Motivation Questionnaire, Brozensky's Identity Styles (1989), and Alipour et al.'s Covid-19 Anxiety (2021). Data were analyzed with SPSS24 and Smart PLS 4 software and with structural equation modeling.

The results showed that progress motivation had a positive and significant relationship with the variables of informational, normative and commitment identity style (P<0.01). Progress motivation showed a negative and significant relationship with the variables of avoidant identity style (P<0.01) and Covid-19 physical anxiety (P<0.05). Avoidant identity style showed a positive and significant relationship with mental anxiety of Covid-19 (P<0.05). No significant relationship was observed between informational, normative and commitment identity styles and physical and mental anxiety of Covid-19. Covid-19 anxiety did not play a mediating role between identity styles and achievement motivation.

It can be concluded that the model of mediating the role of anxiety caused by Covid-19 in the relationship between identity styles and students' motivation to progress was not confirmed. Pay attention to the components of developing commitment, informational and normative identity styles in developing motivation for progress.

The aim of this study is to investigate the effectiveness of mind map-based study method on students' achievement motivation and academic engagement.

The current study method is a semi- experimental pre-test and post-test investigation that is associated with a control group. Statistical population consisted of all The statistical population of the study was male students of the first year of high school in Yazd (14492 students) in the whole of 2019-2020. 50 students were selected as a sample using multi-stage cluster sampling method and randomly replaced in two groups of 25 experimental and control. The experimental group underwent 10 sessions of training method based on mind map; While the control group did not receive any intervention. To measure the variants, Herman's progress motivation survey (1997) and Reeve's academic engagement survey (2013) reused for both groups. The obtained data from pre-test and post-test were analyzed using multivariate and univariate analysis of covariance.

The results showed that teaching the study method based on mind map increased the academic engagement, and motivation of students in comparison with the control group in the post-test (P <0.0001).

Mind mapping study method can be used to increase academic engagement and student achievement motivation in schools and educational centers.

The aim of this study was to investigate the relationship between student's perception of school climate and student's achievement motivation in to account the mediating role of mental health. The research design was descripitive- correlational and structural equation modeling was used to data. The population of this research were all high school students of Shiraz city in the school year of 1397-1398 .Since in this study the number of factors related to the questionnaire was observed to be 8 variables, Thus a sample siz of 275 was selected. The samplingmethod was multistagecluster random sampling. participant answered to student's perception of school climate ( SPOSC) Tricket & Mouse, Mental health(GHQ.28) and Achievement motivation (A.M.T) Hermance . Data analysis using structural equation modeling in AMOS and SPSS software confirmed that prpposed model has acceptable fit indices. In sum, mental health of students can mediate the effect of perception of school climate and achievement motivation.

The purpose of this study was to identify the impact of implementing "Philosophy for Children" program with educational technologies to improve academic optimism and achievement motivation among male students.

The research method was quasi-experimental with unequal control group design. The statistical population of the study consisted of all male students of second grade elementary school of Hamadan city. 32 students were randomly divided into experimental (16 students) and control (16 students) groups through random multistage cluster sampling. Data were collected by academic optimism questionnaire of Tschannen-Moran and the Hermans’ Progress Motivation Questionnaire. Researchers used covariance analysis test to analyze the data.

The results of multivariate analysis of covariance between the two groups on the adjusted scores of the research variables indicated that all four statistics namely Pillai’s Trace (P<0.001, F-44.95), Lambda Wilks (P<0.001, F-44.95), Hoteling Trace (P<0.001, F-44.95) and Roy's Largest Root (P<0.001, F-44.95) were significant. There was also a significant difference between the mean scores of achievement motivation in two groups after assuming the pre-test variable (P <0.001). Overall, the results of the data analysis showed that the Philosophy program for children with the help of educational technologies has a significant effect on improving academic optimism and motivation of students' progress (P<0.05).

The results of the study indicate that the educational program for children with the help of educational technologies can be used as an effective intervention to increase academic optimism and motivate students' progress.

Achievement Motivation is a tendency to try to choose and perform activities that aim to achieve success or avoid failure. The aim of this study was to Predicting studentschr('39') achievement motivation based on academic self-efficacy, academic self-efficacy, dysfunctional attitudes, and the meaning of education. The research method was correlational. The statistical population included all male dormitory students of the University of Tehran and the statistical sample included 293 people who were selected as available. Research tools included the Hermans (1977) The achievement motivation Scale, Jones  & Rhodewalt (1982) The self-handicapping scale, Jinks & Morgan  (1999) The Academic Self-efficacy Scale, Weissman & Beck (1987) The Dysfunctional Attitude Scale, and Henderson-King and Smith (2006) The Learning Meaning Scale. Data were analyzed using Pearson correlation, regression and t statistical tests. The research findings showed that the relationship between academic self-empowerment, academic self-efficacy and the meaning of education with achievement motivation at the level of 0.01 is positive and significant and the relationship between dysfunctional attitudes and achievement motivation is negative and significant) P< 0/01(. Also, the results of regression analysis showed that the predictor variables explain 21% of the variance of the achievement motivation. The results of this study help identify the factors influencing the achievement motivation and show the need for more attention of officials to these factors to promote achievement motivation and subsequent success.

The purpose of present research was to study the mediating role of achievement motivation on relationship between conscientiousness, role performance and extra role performance. Statistical population of study consisted all employees of Shahrekord University, of whom, 157 employees were selected via convenience sampling method. A set of questionnaire consisting of achievement motivation (Hermanns, 1970), conscientiousness (Costa, McCrae, 1992), role performance (Patterson, 1963), and extra role performance (Lee and Allen, 2002), were used. Data were analyzed by use of Pearson's correlation coefficient and structural equation modeling (SEM). Results revealed that, there were significant positive relationship between conscientiousness and achievement motivation with role and extra role performance (p<0/01). Moreover, proposed model has appropriate goodness of fit and there were significant chain relationships between conscientiousness with achievement motivation and achievement motivation with role and extra role performance (p<0/01). According to the findings, achievement motivation as complete mediator were able to mediate the relationship of conscientiousness with role and extra role performance. Based on research results, it can be concluded that conscientiousness through achievement motivation increases role and extra role performance.

The present study aimed at studying the effect of mindfulness-based cognitive therapy on the locus of control and achievement motivation in students with learning problems.

This research method is a semi-experimental with pretest-posttest and control group design. The population was all Tehran's first restrict middle school girl students. Research samples consisted of 30 students who selected to participate in the study according to the convenience judgmental sampling method. After taking identical test of Rotter's Locus of Control Scale, Herman's achievement motivation questionnaire (HAMQ), and Colorado Learning Difficulties Questionnaire (CLDQ), Participants were then divided randomly into experimental and control groups (each group=15). The eexperimental group received mindfulness-based cognitive therapy of 20 sessions, but control group did not receive any intervention. Follow-up assessment performed three months after ending sessions. Data was analyzed through covariance analysis (ANCOVA).

Research findings indicated that mindfulness-based cognitive therapy changes the locus of control from external to internal. mindfulness-based cognitive therapy is an effective method to enhance internal locus of control and self-esteem. Besides, findings indicated that Mindfulness-Based Cognitive Therapy increases achievement motivation. This intervention method was also an effective method to enhance achievement motivation.

Research results suggest that trainers, teachers, and psychologists administer these intervention methods for personal and educational improvement in the learning of disabled students.

The purpose of this study was to determine the effectiveness of Positive Psychology on Achievement Motivation and Self-efficacy on Students Living in Dormitories of Tehran University in 1398. The present study was a quasi-experimental study with pretest-posttest design with experimental and control group. The statistical population consisted of all students residing in Tehran University dormitory who were selected by convenience sampling and were randomly assigned into two experimental (n = 15) and control (n = 15) groups. The experimental group received 8 sessions of 90 minutes of intervention based on positive psychology training and the control group remained on the waiting list. The measuring tools used in this study were the Achievement Motivation (Hermans, 1970) Questionnaire and the Self-efficacy (Sherer & Maddox, 1982) Questionnaire. Data analysis was done by SPSS19 software in two parts: descriptive and inferential (covariance). The results showed that positive psychology training improved the Achievement Motivation of students living in dormitory. The results also showed that positive psychotherapy training also increased the self-efficacy of dormitory students. Therefore, it can be said that positive psychology training is an effective way to increase the Achievement Motivation and selfefficacy in dormitory students.

The purpose of this study was to investigate the effect of problem-solving skills training on students' creativity and academic motivation. The research method was semi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all female secondary school students in Mashhad, in the first half of the first semester of the first academic year of 2018-19. During the first half of the first semester, 30 students were selected as the sample of the research according to the preliminary assessments and purposefully. A randomized design was used in two experimental groups (n = 15) and control (n = 15). The experimental group received a one-on-one session in 8 sessions of 90 minutes per week; the control group was placed on the waiting list for two months. Collecting information was done by the creativity creation questionnaire (Abedi, 1372) and achievement motivation test (1972) were used. Multivariate analysis of covariance analysis was  to analyze the data. The results of the data analys  showed that there is a significant difference between the mean scores of post-test of the experimental group in the variables of creativity and academic motivation (P <0.001) by controlling the effect of the pre-test. According to the results of the research, it can be said that the training of problem -solving skills affects the increase in the level of creativity and academic motivation of the progress of the female students.

The present research aims to examine the effect of training studying techniques including planning and time management, concentration and memory on academic achievement and achievement motivation among Iranian students in Tajikistan. To this end, using experimental approach and multi-group pre-test and post-test design, 60 students were considered in three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the students in three groups and their Grade Point Average for the previous year was recorded, and the participants in experimental groups were trained during 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Finally, the data were analyzed via Multivariate analysis of covariance (MANCOVA). The results of analyses indicated that training techniques of planning and time management do not affect students'academic achievement, yet they affect achievement motivation. Furthermore, training techniques of concentration and memory affect achievement motivation and academic achievement.

Self-efficacy is defined as person’s confidence in relation to his/her abilities and this confidence has an important role in one's success and failures. This study aimed to investigate the mediating role of self-efficacy in the relationship between emotional intelligence and creativity with achievement motivation of students. This research is a descriptive-correlational study. For this purpose, 308 ninth grade students from Salmas city were selected by cluster sampling. General self-efficacy of Sherer, emotional intelligence of Shot, creativity of Abedi and achievement motivation of Hermens questionnaires were administered among the participants. To analyze the data, structural equation modeling was used. The results showed that there is significant positive relationship between emotional intelligence and creativity with self-efficacy. Also, there is significant positive relationship between emotional intelligence and creativity with achievement motivation through the mediation of self-efficacy. Moreover, the results of structural equation modeling indicated the fitness of research models. According to the findings, it can be said that self-efficacy mediates the relationship between emotional intelligence and creativity with achievement motivation. On this basis, and by taking into account the variables such as emotional intelligence, creativity and self-efficacy, we can improve students’ achievement motivation.