Tbriz Branch, Islamic Azad UniversityJournal of Instruction and Evaluation2345-629941320110522A Survey of relationship between achievement motivation, locus of control, self-concept and high school first grader science students academic achievement the five regions of Tabriz.A Survey of relationship between achievement motivation, locus of control, self-concept and high school first grader science students academic achievement the five regions of Tabriz.4566521683FAAssadullahKhadiviAfsanehVakili MafakheriJournal Article20160413The aim of this study was to investigate the relationship between progression motive, source of control, self-concept and high school first grader high-school students’ academic achievement in five districts of Tabriz. The method of the research was descriptive and its statistical population included all the first graders high-school students’ (n=26769) in five districts of Tabriz. Three questionnaires were used for collecting the data:
1- Harmanz achievement motivation questionnaire.
2- Rutter inner control chance and dominated individuals questionnaire.
3- Rajers self-concept questionnaire.
Spearman correlational coefficient was employed to test the hypotheses and the data were analyzed by descriptive statistical technique with SPSS software, The Spearmans’ correlation coefficient was used to test the hypotheses.
The results showed that:
There was meaningful and positive relationship between progression motive and source of control and self-concept and academic achievement. So that, as much as, someone has high achievement motivation and inner self-concept, he (she) will have high academic achievement. Foresight academic achievement variable, in the first achievement motivation then self-concept and end source of control are important.The aim of this study was to investigate the relationship between progression motive, source of control, self-concept and high school first grader high-school students’ academic achievement in five districts of Tabriz. The method of the research was descriptive and its statistical population included all the first graders high-school students’ (n=26769) in five districts of Tabriz. Three questionnaires were used for collecting the data:
1- Harmanz achievement motivation questionnaire.
2- Rutter inner control chance and dominated individuals questionnaire.
3- Rajers self-concept questionnaire.
Spearman correlational coefficient was employed to test the hypotheses and the data were analyzed by descriptive statistical technique with SPSS software, The Spearmans’ correlation coefficient was used to test the hypotheses.
The results showed that:
There was meaningful and positive relationship between progression motive and source of control and self-concept and academic achievement. So that, as much as, someone has high achievement motivation and inner self-concept, he (she) will have high academic achievement. Foresight academic achievement variable, in the first achievement motivation then self-concept and end source of control are important.http://jinev.iaut.ac.ir/article_521683_cd6dda5f21801b0da3ecc74bf212a349.pdf