The Comparison of Self-efficacy, Achievement Motivation and Adaptive Behavior among Single-grade and Multi-grade Students in Elementary Schools

The present study aimed to compare the self-efficacy, achievement motivation and Adaptive Behavior among single-grade and multi-grade students in elementary schools. The statistical population of the study encompasses the elementary fifth- and sixth-grade students of Buein-Zahra city in the 2019-2020 academic year. 118 multi-grade and 202 single-grade students were selected using stratified sampling method. study instruments consisted of self-efficacy questionnaire (Sherer and others, 1982), Achievement motivation (Hermans, 1970) and Adaptive behavior (Lambert, 1974). The collected data were analyzed using descriptive statistical methods (measures of central tendency and dispersion) and inferential statistical methods (MANOVA). The results showed that although the self-efficacy of single-grade students are higher than that of multi-grade students, but this difference is not significant. Also, the single-grade students possess the higher scores in the achievement motivation, and the multi-grade students have more Adaptive behavior. Therefore, paying attention to the characteristics of the classes could be effective in the multi-faced advancement of the students.