M.A. Thesis:

Relationship between study and autonomy approaches with motivation for academic achievement in female secondary school students of Sabzevar

The aim of this research is to investigate the relationship study approaches and autonomy and motivate the academic achievement of second-grade high school students in Sabzevar city, in terms of the fundamental research and the descriptive method of correlation. The statistical population in this study was all 1900 high school students in Sabzevar city in the academic year of 1939-97. The sample of this study was randomly selected using a multi-stage cluster sampling method and using Morgan's table, 306 people from the north, center and south of Sabzevar were selected randomly. The data gathering tool in this study was McAurney and Sinkalayer (1992) McAurney Educational Achievement Motivation Questionnaire (SOMA) and Sobhani Nejad and Abedi (2006) self-regulation questionnaire and Martoon and Saljo Study (2004). The questionnaire was completed by students and the information was obtained using Pearson correlation coefficient and regression analysis are analyzed simultaneously and the results are: 1) Study approaches and autonomy can not predict the motivation for academic achievement in secondary school female students. 2) Study approaches are not related to the motivation for academic achievement. 3) Autonomy is not related to the motivation for academic achievement. The results are due to the fact that variables such as study approaches and spontaneous self-governance are not related to academic achievement. In other words, the motivation for academic achievement with variables such as study approaches and self-regulation is not predictable.

Keywords: motivation for academic achievement, autonomy, study approaches