Students’ Achievement Motivation and factors Determining the Quality of Higher Education
The purpose of this study was to investigate students’ achievement motivation according to factors determining the quality of higher education. A descriptive and correlation design was used for the research with data collected using questionnaire. The statistical population included students in Coll...
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2019-03-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_4471_6d25725e513c66fc9df3b4ef307cd0fb.pdf |
| _version_ | 1797869429553364992 |
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| author | asghar zamani mahtab pooratashi |
| author_facet | asghar zamani mahtab pooratashi |
| author_sort | asghar zamani |
| collection | DOAJ |
| description | The purpose of this study was to investigate students’ achievement motivation according to factors determining the quality of higher education. A descriptive and correlation design was used for the research with data collected using questionnaire. The statistical population included students in Colleges of agriculture at Universities of Tehran, BouAli Sina, Ilam, Shahid Bahonar Kerman, and Shiraz (N=6958). According to Cochran Formula, a sample of 273 students selected, using proportional random sampling method. To assess achievement motivation, Pintrich et al. scale of motivated strategies was used and to assess quality determinants, researcher-made a scale was used. Reliability and validity of instrument were determined through opinions of faculty members and application of Cronbach's Alpha (achievement motivation= .86 and factors determining the quality= .91). The findings showed that there were positive and significant correlation between achievement motivation and determinants of quality (including: quality of process, interaction, educational atmosphere, object, and infrastructure). Also, discriminate analysis indicated that about 51% of variation of discriminate score could be explained by the three variables including satisfaction toward quality of process, educational environment, and interactions. Accordingly, it is impotant to pay attention to the aforementioned factors. |
| first_indexed | 2024-04-10T00:11:25Z |
| format | Article |
| id | doaj.art-b661f0275a32422e84d2ce4d5709cf7f |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:11:25Z |
| publishDate | 2019-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-b661f0275a32422e84d2ce4d5709cf7f2023-03-16T08:15:33ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352019-03-011633759610.22111/jeps.2019.44714471Students’ Achievement Motivation and factors Determining the Quality of Higher Educationasghar zamani0mahtab pooratashi1Assistant Professor, Department of Higher Education Management Studies, Institute for Research and Planning in Higher Education.nullThe purpose of this study was to investigate students’ achievement motivation according to factors determining the quality of higher education. A descriptive and correlation design was used for the research with data collected using questionnaire. The statistical population included students in Colleges of agriculture at Universities of Tehran, BouAli Sina, Ilam, Shahid Bahonar Kerman, and Shiraz (N=6958). According to Cochran Formula, a sample of 273 students selected, using proportional random sampling method. To assess achievement motivation, Pintrich et al. scale of motivated strategies was used and to assess quality determinants, researcher-made a scale was used. Reliability and validity of instrument were determined through opinions of faculty members and application of Cronbach's Alpha (achievement motivation= .86 and factors determining the quality= .91). The findings showed that there were positive and significant correlation between achievement motivation and determinants of quality (including: quality of process, interaction, educational atmosphere, object, and infrastructure). Also, discriminate analysis indicated that about 51% of variation of discriminate score could be explained by the three variables including satisfaction toward quality of process, educational environment, and interactions. Accordingly, it is impotant to pay attention to the aforementioned factors.https://jeps.usb.ac.ir/article_4471_6d25725e513c66fc9df3b4ef307cd0fb.pdfachievement motivationeducational qualityhigher agricultural educationdiscriminate analysis |
| spellingShingle | asghar zamani mahtab pooratashi Students’ Achievement Motivation and factors Determining the Quality of Higher Education مطالعات روانشناسی تربیتی achievement motivation educational quality higher agricultural education discriminate analysis |
| title | Students’ Achievement Motivation and factors Determining the Quality of Higher Education |
| title_full | Students’ Achievement Motivation and factors Determining the Quality of Higher Education |
| title_fullStr | Students’ Achievement Motivation and factors Determining the Quality of Higher Education |
| title_full_unstemmed | Students’ Achievement Motivation and factors Determining the Quality of Higher Education |
| title_short | Students’ Achievement Motivation and factors Determining the Quality of Higher Education |
| title_sort | students achievement motivation and factors determining the quality of higher education |
| topic | achievement motivation educational quality higher agricultural education discriminate analysis |
| url | https://jeps.usb.ac.ir/article_4471_6d25725e513c66fc9df3b4ef307cd0fb.pdf |
| work_keys_str_mv | AT asgharzamani studentsachievementmotivationandfactorsdeterminingthequalityofhighereducation AT mahtabpooratashi studentsachievementmotivationandfactorsdeterminingthequalityofhighereducation |