Dr. Ismail Saadipour, Mr. Akbar Kabiri,
Volume 2, Issue 31 (2-2016)
Abstract
The present research aims to compare Achievement Motivation of students with Drug -dependent parents. The method of present study is Causal-comparative. The sample consisted of 140 secondary school students of Tehran in 93-92 that divided by two groups of 70 parents with normal parents and 70 Drug -dependent parents who were selected through available sampling. Research tool was Hermen’s Achievement Motivation Test (1970). Descriptive statistical parameters and t-test findings show significant difference between addicted and non-addicted parents of students in achievement motivation. The results showed correlation between depression, anxiety and stress with aggression in addicted parents. Using the findings of this research, this study suggests stems that Students and psychological counseling centers stems Psychological Clinic motivated parents to track their progress tracking problems caused by addiction and to take the necessary preventive.
Javad Abbasi Jondani, Hosseinali Mehrabi,
Volume 5, Issue 37 (11-2018)
Abstract
Academic achievement motivation plays an important role in academic success, so its prediction and improvement is very important. This study investigated the relationship between academic achievement motivation and academic alienation, social support, media usage and demographic variables, and also predicted academic achievement motivation.study was correlational. Its statistical population included all male students of Isfahan university amongst them 96 persons were selected randomly. The instrument of this study included Pirnia academic alienation, Mobarak Bakhshayesh social support, Eliasi media usage, and researcher-made demographic information questionnaire. The results showed that academic achievement motivation has a significant correlation with academic alienation, social support, media usage and socioeconomic status.. The results from stepwise regression analysis showed that academic alienation, media usage, socioeconomic status and these variables altogether explained 17.6%, 8.3%, 4.3% and 30.3% of the variance of academic achievement motivation, respectively. These results indicate that less academic alienation, less media usage and better socioeconomic status can improve students’ academic achievement motivation.
Dr Yahya Gordani, Mrs Asma Ejdehakosh, Samira Sedighi,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of this research was to investigate the effect of applying a teaching methodology which integrated artificial intelligence Chabots on second language learners’ speaking skills, achievement motivation, and their attitude towards learning it as a second language. The statistical population of the study included 60 English language learners who studied at Salman Farsi University in Kazerun during the academic years of 2021-2023. The selected sample was randomly assigned into two experimental and control groups. The research method was an experimental method with a pre-test-post-test design with a control group. At first, the pre-test of the English language proficiency was administered to both groups, and then, for 15 weeks, the experimental group was taught with the integration method of the Alexa Chabot, which is an English conversational Chabot, and the control group was taught via the traditional teacher-textbook method during the same period. At the end of the training course, the post-test of speaking skills and the motivation questionnaire was administered to both groups. T-test and multiple variance analysis were used to analyze the data. The results of the data analysis showed that the teaching method with the integration of Chabot is effective in significantly improving learners’ speaking skills, achievement motivation, as well as the learners' attitude towards learning English. The results are discussed and suggestions for further research are made.
