The current study was carried out to standardize Academic Motivation scale for Iranian students. This scale was created by Vallerand and his colleagues (1992) on the basis of Deci and Ryan (1985) theory. Population of this study comprised all Iranian students (male and female). 4000 students were selected randomly as a research sample. Findings of Exploratory Factor Analysis revealed that 7 recommended subscales of Vallerand and his colleagues were reduced to three general subscale called intrinsic Motivation, extrinsic Motivation and aMotivation. Findings of Confirmatory Factor Analysis also confirmed these three basic factor structures .Goodness of fit scale which is gained by Confirmatory Factor Analysis indicated a good tit of model with data. Examining construct validity (divergent and convergent) indicated that subscales have an acceptable validity. Also Internal Consistency Analysis (Cronbach alpha) and time reliability buttressed the. notion that this scale has an acceptable validity and Reliability for Iranian students.

The present research aimed to study the relationship between Academic achievement Motivation and personality traits of high school students in Isfahan city as well as determining the degree to which each personality variable influences the students’ Academic achievement. To this aim, 180 students, among Isfahan city high school students were randomly selected and studied. Some of the findings indicated that among the personality variables related to Academic achievement Motivation, the following were influential to the extent stated below: psychological hardiness 28%, self-efficacy 21%, endogen values 18%, internal locus of control 16%, and self-esteem 16%.

Background and Purpose: Today, the quality of students' performance in various subjects, such as mathematics that is important in selecting the field of study, is one of the basic issues in the educational system. The purpose of the present study was to investigate how the expectancy– value Motivational model affects the intrinsic and extrinsic educational Motivation, educational engagement (Motivational strategies, learning strategies), and Academic performance of students in mathematics. Method: The statistical population consisted of all 8th grade male students in Dezful city. 50 students were selected by multi-stage cluster sampling and placed in two experimental and control groups (25 students in each group). The expectation-value Motivation model was implemented in the experimental group, while the control group received no training. In order to collect data in this study, Harter's classroom Motivational scale (2005) and motivated strategies for learning questionnaire (Pintrich & DeGroot, 1990) were used. Results: The results of covariance analysis showed that there was a significant difference between the two groups in the intrinsic educational Motivation variables, Motivational engagement, cognitive engagement, and Academic performance (P <0. 01). Conclusion: Based on the results of this study, the use of expectation-value Motivation model will have a positive effect on Academic Motivation, educational engagement, and Academic performance.

Introduction: Academic burnout results from mental fatigue and students uninterested to education is affected by various factors. Hope to work and educational interest are effective factors on Academic burnout among students. The aim of this research is investigating the relationship between hope to work and education interest with student’s Academic exhaustion at Shahroud university of medical science Methods: By using Kristi-Morgan table, 291 students are randomly selected. Three standard questionnaires were used including, sandier and worland Academic Motivation (AMS-HS28) and questionnaire of berso Academic burnout. Data were statistically analyzed, using T-independent and regression.Results: There was found a significant inverse relationship between hope to work and Academic burnout and also between Academic Motivation and Academic burnout.Conclusion: It seems that The balance between student admission and labor market is an essential factor to increase the hope to work and Academic Motivation and could increase educational achievement and reduce Academic burnout among students.

The aim of this study was to investigate hope-centered career development based on Academic procrastination and Academic Motivation. The research was the correlation study. For this, 231 female students in the University of Isfahan by cluster sampling selected. Hope-Centered Career Inventory (HCCI) and Questionnaires of Academic procrastination and Academic Motivation completed by samples. Results of Pearson correlation showed that between components of Academic Motivation and hope-centered career development were a positive significant correlation, and between components of Academic procrastination and hope-centered career development was a negative significant correlation. Regression analysis was used to predict the hope-centered career development by Academic Motivation and Academic procrastination has been approved. Results showed that hope-centered career development could be predicted by Academic Motivation and Academic procrastination. Conclusion of this study emphasizes to the role of Academic Motivation and Academic procrastination on career development of the students.