Presenting a model for identifying factors affecting the academic motivation of elementary school students with a qualitative approach
Document Type : Original Article
Authors
1 Distinguished Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
3 PhD Student, Department of Curriculum and Assessment Studies, Kharazmi University, Tehran, Iran
4 Master's student in clinical psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Abstract
Methods: The present research method is qualitative, applied and based on the grounded theory approach. The statistical population includes educational and training experts, heads of educational groups, managers, teachers and elementary school students in Ardabil province in 1402-1403, and the statistical sample included 26 of them who were selected using a purposive non-random sampling method. Data were collected through face-to-face interviews until theoretical saturation, and inter-coder reliability was confirmed with a Cohen's kappa coefficient of 83 percent, and the validity of the instrument and findings was confirmed by the professors and interviewees.
Results: Research on elementary school students includes causal conditions (academic self-confidence, intrinsic motivation, student academic and emotional self-efficacy, and cognitive engagement with education), conditions of individual knowledge domains, cognitive and metacognitive skills, independent and environmental capabilities of teachers, school-based education, school-based education, and school-based education. Educational strategies include free-time, school-based, and technological strategies, and outcomes include academic, psychological, social, and academic success.
Conclusion: The results showed that the presented model has theoretical coherence and adequacy and can be used as a practical framework for improving the academic motivation of elementary school students. Accordingly, designing targeted educational programs, strengthening supportive interactions, and utilizing modern educational strategies are suggested.
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