Predicting academic motivation based on self-learning, guidance and social support

Somaye Honarvar Choghogol¹ Zahra Hokm Abadi² Negin Ganj³

1) Master s degree in educational psychology, Islamic Azad University, Sabzevar, Iran
2) Educational Sciences Expert, Farhangian University, Mashhad, Iran.
3) Master s student in clinical psychology, Islamic Azad University, Ardabil, Iran.

IOI Code : XKAK-KKKAG
Publication : 4th National Conference on Psychopathology(asruma4.ir)
Abstract :
    Academic motivation is considered one of the necessities of learning, which helps the learner in maintaining and continuing learning, and is an important predictor of the quality of students work in school and their exposure to homework; Therefore, the aim of the present study was to predict academic motivation based on self-directed learning and social support. The present study is descriptive of the correlation type, which was selected by random cluster sampling of 105 students of the second level of high school in Joghtay city in the academic year of 1402-1403, out of which 100 of them answered the questionnaires. completed and were studied through three scales of academic motivation, self-directed learning and social support. Pearson s correlation and multivariable regression were used for data analysis with the help of SPSS 25 software. The results of the regression analysis showed that the correlation coefficient between self-directed learning and social support with the academic motivation of the research participants is 0.44 and the R2 value is 0.15. Also, the results of the analysis of variance show that the F value obtained is significant. The results of this research showed that self-directed learning and social support play an important role in predicting academic motivation; Therefore, it is possible to increase academic motivation in students by teaching self-directed learning and strengthening social support.

Keywords : academic motivation self directed learning social support students