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 purpose of this study was to investigate the predictive role of academic self-regulation and family and peer support in achievement motivation among first-cycle secondary school students in Esfarayen County. This applied research employed a quantitative approach and a descriptive correlational design. The statistical population consisted of all first-cycle secondary school students in Esfarayen County during the 2024–2025 academic year. A sample of 200 students was selected using Stratified Random sampling based on Cochran’s formula. Data were collected using the Academic Self-Regulation Questionnaire (SRQ-A) developed by Bouffard et al. (1995), the Perceived Social Support Scale–Family and Friends (PSS-Fa/Fa) developed by Procidano and Heller (1983), and the Inventory of School Motivation (ISM) developed by McInerney and Sinclair (1992). Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and regression analysis. The findings showed that academic self-regulation was positively and significantly associated with achievement motivation among students. In addition, family and peer support had a significant positive relationship with students’ achievement motivation. Regression analysis indicated that academic self-regulation and family and peer support significantly predicted achievement motivation among first-cycle secondary school students.

Keywords: Academic Self-Regulation; Family Support; Peer Support; Achievement Motivation