Volume 6, Issue 5 (Shenakht Journal of Psychology and Psychiatry 2019)                   Shenakht Journal of Psychology and Psychiatry 2019, 6(5): 72-82 | Back to browse issues page


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Fallahi V, Mikaeli N, Atadokht A, Ahmadi S. The role of self-regulation and alienation in Predict educational achievement motivation of students. Shenakht Journal of Psychology and Psychiatry 2019; 6 (5) :72-82
URL: http://shenakht.muk.ac.ir/article-1-649-en.html
1- PhD student of psychology, School of Psychology and Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran , vahid.fallahi.68@gmail.com
2- Professor of Psychology, Department of Psychology, School of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3- Associate Professor of Psychology, Department of Psychology, School of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4- PhD student of psychology, Faculty of Educational Sciences,University of Mohaghegh Ardabili , Ardabil, Iran
Abstract:   (3228 Views)
Introduction: One of the most important components of the life of students is the need for progress.
Aim: This study aimed to study the role of self-regulation and alienation in predicting students' motivation was.
Method: This study was correlational The study population included all high school boys and girls schools Pars Abad city administration were studying in the academic year comprised 2017. One hundred and Twenty students were selected from this population through multistage random cluster sampling and they were asked to respond to Questionnaires of self-regulation, alienation academic and achievement motivation. Data were analyzed using Pearson’s correlation and multivariate regression tests.
Results: Results showed that Achievement motivation total score of alienation, components of the sense of meaninglessness and disability, isolation negative relationship with self-regulation has a significant positive relationship. Regression analysis also showed that Regression analysis also showed that 48 percent of the variance in student achievement motivation by elements of alienation and self-determination.
Conclusion: The study shows that self-regulation and alienation educational ability to predict achievement motivation as significant. Accordingly, predicting the motivation for student progress through variables such as self-alienation and self-regulation, indicates the need to pay attention to deep and sustained personality structures in future interventions and researches.
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Type of Study: Research | Subject: General
Received: 2019/08/10 | Accepted: 2019/12/2 | Published: 2019/12/1

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