Designing and testing a learning motivation improvement model based on social constructivism theory

The research goal was to design and test a learning motivation model based on social constructivism perspective. In social constructivist perspective, motivation affected by three internal factors Self-efficacy, self-regulation and ability for relationship with others.

Learning model experimented on two groups of students in one of the Tehran Universities. Samples collected randomly. Method of learning was cooperative for the experimental group and traditional for the comparing group. Two groups evaluated by pretest-posttest model. Used testing instrument was learning motivation improvement questionnaire for Iranian students.

In test group, learning motivation, self-efficacy and self-regulation improved after administrating of the learning model. Learning motivation improvement model caused to an improvement of cognitional, behavioral and emotional dimensions of the learning motivation and self-efficacy and self-regulation lasted for about 4 months after administrating of the learning model.

Learning motivation affected by self-efficacy and self-regulation of students. Cooperative learning is an effective method to improve learning motivation.