Thesis:

The role of academic self-management and family and friends support on the motivation to progress of junior high school students in Esfarayen city

The aim of this study was to determine the role of academic self-regulation and family and friends' support on academic achievement motivation among junior secondary school students in Esfarayen. The research method was applied in terms of purpose, quantitative in nature, and descriptive-correlational in terms of method. The statistical population included all female junior secondary school students in Esfarayen in the academic year 1403–1404. A stratified sampling method was used, and the sample size was determined to be 300 people using Cochran's formula. To collect data, the Academic Self-Regulation Questionnaire by Bouffard et al. (1995), the Social Support Questionnaire (Family and Friends Scale) by Procidano and Heller (1983), and the Inventory of School Motivation (ISM) by McInerney and Sinclair (1992) were used. Descriptive and inferential statistics (correlation coefficient and regression analysis) were used to analyze the data, and the data were analyzed using SPSS software, version 24. The results showed that academic self-regulation has a positive and significant effect on the academic achievement motivation of junior secondary school students in Esfarayen. Family and friends' support also has a positive and significant effect on the academic achievement motivation of junior secondary school students in Esfarayen.

Keywords: academic self-regulation, family and friends' support, academic achievement motivation