Mehri Akhlaqi; Siavosh Talepasand
Volume 11, Issue 36 , July 2015, , Pages 111-129
Abstract
The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic ...
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The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.
