Volume 2, Issue 4 (December 2020)
IEEPJ 2020, 2(4): 294-300 |
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Noeei S, Khayyer M, Kazemi S, Sohrabi Shegefti N. (2020). Relationship between School Climate and Achievement Motivation in High School Students. IEEPJ. 2(4), 294-300. doi:10.52547/ieepj.2.4.294
URL: http://ieepj.hormozgan.ac.ir/article-1-218-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-218-en.html
1- PhD Student, Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,m_khayyer@yahoo.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract: (1959 Views)
The purpose of this study was to investigate the relationship between school climate and achievement motivation in high school students. The method of the present study was descriptive-correlational. The statistical population was all high school students in Shiraz in the academic year of 2018-2019. Two hundred five students were selected using multi-stage cluster sampling method. For data collection, Student Perceptions of School Climate (SPOSC) and Hermans Achievement Motivation Questionnaire (HAMQ) were used, and Pearson correlation and regression methods were used to analyze the data. The results showed there is a positive and significant correlation between school climate and achievement motivation. Also, a positive and significant relationship was observed between each of the dimensions of school climate including teacher support, peer support and autonomy with the achievement motivation. However, no significant correlation was observed between the stability of rules and the achievement motivation. The results generally showed that the school climate has a significant predictor of achievement motivation in high school students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2020/07/25 | Accepted: 2020/09/11 | Published: 2020/11/30
Received: 2020/07/25 | Accepted: 2020/09/11 | Published: 2020/11/30
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