Pattern of the effect of environmental-social factors on the cycle of motivation-lifelong learning of police students

The atmosphere and environment in which the training takes place affects the motivation and learning of the individual with different qualities. Environmental-social factors are as the spirit of the universities. The aim of this study was to develop a model of the impact of environmental and social factors on the cycle of academic motivation- lifelong learning of police students. This research is of quantitative-qualitative type. The statistical population of this study, in the quantitative part, were all students of Amin police University in associate and bachelor degrees, which were 733 people, 219 of whom were selected by stratified sampling method, and in the qualitative part included professors and elites. A focus group of 10 of them was purposefully formed as a sample. Researcher-made tool of environmental-social factors affecting academic motivation and learning, Harter standard motivation questionnaire (1981) and lifelong learning questionnaire of Wetzel et al. (2010) were used in quantitative part and semi-structured interview form in qualitative part. Analysis of quantitative data showed that the variables of family relationship with university, reduction of extra programs positively and civilian relations negatively were the most important variables predicting academic motivation. Also, the variables of civil relations and feedback mechanisms, lack of stress and space were all positively the most important predictors of learning in students of Amin police University. According to the results of the focus group, while the academic motivation of police students is more influenced by military discipline, lifelong learning is influenced by the feedback mechanism