Designing a Pattern for Educational Motivation Growth in Elementary School Students According to the Grounded Theory

one of the main reasons for the speed of development and development in various countries was the attention to the process of academic motivation in those countries. The purpose of this study was to design a model for enhancing academic motivation in Iran. To provide this template and obtain appropriate data with the field of study, the qualitative method of the theory based on the base data was used. The participants in this study were experts and experts in the field of psychology and counseling in the primary field. Twenty-one of them were selected as theoretical sampling for in-depth interviews and the interviews continued to reach the theoretical saturation. Validity of findings was carried out by the members by way of matching and carrying out pilot interviews. For analyzing qualitative data, open source, axial and selective coding was used. The results show that 725 initial conceptual propositions with 24 main categories and 83 sub categories in the form of six dimensions of the paradigmatic model including: Ali (4 categories), the main phenomenon (increase of academic motivation), underlying conditions (4 categories), conditions Environmental (8 categories), strategies (4 categories) and outcomes (4 categories) were identified. The integration of the categories based on the existing relationships among them on the axis of increasing academic motivation forms a paradigmatic model that reflects the pattern of increasing the student's motivation for elementary school students.