Investigating the Difference of Involvement or Non-involvement in University Entrance Preparatory Courses on the Academic Attitude and Achievement Motivation of Students

The present study was conducted to investigate the involvement or non-involvement influence of university entrance preparatory courses on the academic attitude and achievement motivation of students in Maku. The research method was causal-comparative. The statistical population of the study included all female high school students (N=1000) in the academic year 2017-18. The sample size included 200 students who were chosen through simple random sampling and multi-stage cluster sampling according to the involvement or non-involvement in the university entrance preparatory courses. Data were collected using the McCoach & Sigel`s standard questionnaire for the attitude toward school (SAAS-R) and the Hermann`s standard questionnaire for Achievement Motivation (T.M.A) (1977). Data analysis was carried out through descriptive statistics, multivariate analysis of variance, and independent t-test using SPSS24 software. The results revealed that the academic attitude of those students who participated in the university entrance preparatory courses were significantly more than that of those who had no history of attending those afro-mentioned courses. Also, the achievement motivation of these students was significantly more than those who did not attend the above-mentioned courses.