mona ghoreishi; siamak samani
Volume 2, Issue 6 , November 2014, , Pages 29-40
Abstract
The purpose of the study was to explain the difference between motivational beliefs of high-school girl and boy students in different family types based on family process and content model. The research method was descriptive. For this reason multistage cluster sampling was selected between second and ...
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The purpose of the study was to explain the difference between motivational beliefs of high-school girl and boy students in different family types based on family process and content model. The research method was descriptive. For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz in the academic year 91-90. The sample in this study was the selection process so that each of the four main areas of Shiraz, two high school (a girls' school, a boys high school) and then randomly selected from each school individually selected and all students in a class, the class selected fields were evaluated. The information was collected from self - report family process scale and self - report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The data were described quantitatively using SPSS software to analyze the data, used from t - test & ANOVA& MANOVA for examining the questions of this research. The findings of the research showed significant differences between students in different family types on self-efficacy and intrinsic. The difference of self-efficacy and intrinsic were between of healthy family and unhealthy family, while there was no significant difference in different family types on test anxiety. The gender difference was not significant in any of the components of motivational beliefs. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.
