ABS THE RELATION BETWEEN SELF-EFFICIENCY AND EMOTIONAL INTELLIGENCE WITH ACHIEVEMENT MOTIVATION AMONG UNIVERSITY STUDENTS

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MIRI MOHAMMAD REZA; DORRI GHOLAM REZA

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Journal: Journal of Health System Research Year:2015 | Volume:11 | Issue:2 Page(s): 258-266

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Title

ABS THE RELATION BETWEEN SELF-EFFICIENCY AND EMOTIONAL INTELLIGENCE WITH ACHIEVEMENT MOTIVATION AMONG UNIVERSITY STUDENTS

Author(s)

MIRI MOHAMMAD REZA | DORRI GHOLAM REZA | Issue Writer Certificate

Keywords

SELF-EFFICIENCYQ3

ACHIEVEMENT MOTIVATIONQ3

UNIVERSITY STUDENTSQ3

Abstract

Background: According to the importance and the role of efficient and powerful workforce in the country and the important aim of universities for developing student's talents and this fact that motivating achievement of inner factors including emotional intelligence and SELF-EFFICIENCY has a significant role, the present paper aims to study the relation between SELF-EFFICIENCY andemotional intelligence with ACHIEVEMENT MOTIVATION among Payam-e-Noor UNIVERSITY STUDENTS Methods: In this descriptive study with respect to coherency, 341 students atBirjandPayam-e-Noor University, collected by stratified random sampling, were observed. Research instruments are three questionnaires: Shring's Emotional Intelligence questionnaire, Sherer's General SELF-EFFICIENCY Scale questionnaire, and Herman's Academic ACHIEVEMENT MOTIVATION questionnaire. The data were analyzed by 15 SPSS software and statistical tests, Independent-T, one-way analysis of variance, Pearson' s Coherence Coefficient and multi-variable regression at 0.5 level.Findings: Among the students, 174 were male (%51) and 262 were female (%76.7).Pearson's Coherence Coefficient showed that a positive and meaningful relation is between SELF-EFFICIENCY and also selfawareness and social skill components with academic ACHIEVEMENT MOTIVATION. The average score of academic ACHIEVEMENT MOTIVATION among female students is more than academic ACHIEVEMENT MOTIVATION among male and the average score of SELF-EFFICIENCYamong male students is more than the average score of SELF-EFFICIENCY among female students; but in the case of emotional intelligence, there is no difference in both groups. Furthermore, for all of these variables, there is no meaningful distinctionin different age classifications and different fields of study.Conclusion: Because it has been shown that there is meaningful and positive coherence between selfefficiency and social skill with academic ACHIEVEMENT MOTIVATION, we suggest that by increasing selfefficiency and emotional intelligence by means of using suitable methods and enriching the training environment, we can improve academic ACHIEVEMENT MOTIVATION among UNIVERSITY STUDENTS.

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APA: Copy

MIRI, MOHAMMAD REZA, & DORRI, GHOLAM REZA. (2015). ABS THE RELATION BETWEEN SELF-EFFICIENCY AND EMOTIONAL INTELLIGENCE WITH ACHIEVEMENT MOTIVATION AMONG UNIVERSITY STUDENTS. HEALTH SYSTEM RESEARCH, 11(2), 258-266. SID. https://sid.ir/paper/192401/en

Vancouver: Copy

MIRI MOHAMMAD REZA, DORRI GHOLAM REZA. ABS THE RELATION BETWEEN SELF-EFFICIENCY AND EMOTIONAL INTELLIGENCE WITH ACHIEVEMENT MOTIVATION AMONG UNIVERSITY STUDENTS. HEALTH SYSTEM RESEARCH[Internet]. 2015;11(2):258-266. Available from: https://sid.ir/paper/192401/en

IEEE: Copy

MOHAMMAD REZA MIRI, and GHOLAM REZA DORRI, “ABS THE RELATION BETWEEN SELF-EFFICIENCY AND EMOTIONAL INTELLIGENCE WITH ACHIEVEMENT MOTIVATION AMONG UNIVERSITY STUDENTS,” HEALTH SYSTEM RESEARCH, vol. 11, no. 2, pp. 258–266, 2015, [Online]. Available: https://sid.ir/paper/192401/en

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