M.A. Thesis:

The Relationship between Academic Anxiety and Perceived Educational Justice with Student Motivation in Secondary School Students in Sabzevar

Abstract The purpose of this study was to investigate the relationship between educational anxiety and perception of educational justice with educational motivation of second grade high school male students in Sabzevar. This research is of fundamental purpose and descriptive-correlational. The statistical population consisted of 10500 high school male students in second year of Sabzevar. The sample of the study was 371 persons using multi-stage clustering method according to Krejcie and Morgan table. Research tools include Harter's Academic Motivation Questionnaires (1981), Friedman's Academic Anxiety Questionnaire (1989) and Golparvar's Perceptions of Educational Justice (2011). The data were analyzed using multivariate regression and Pearson correlation coefficient tests. The results showed that perceptions of educational justice and academic anxiety can positively predict academic motivation. Also, perceptions of educational justice and teaching method components were positively and positively correlated with academic motivation, but the relationship between scores and relationship with academic motivation was significant. There was no statistically significant relationship between academic anxiety, humiliation and stress, and academic motivation, but cognitive error had a significant relationship with academic motivation.

Keywords: Perceptions of Educational Justice, Academic Anxiety, Academic Motivation