Objective: This research has been carried out to study the effects of EXTERNAL MOTIVATION on creativity.Method: The method used in this research was quasi-experimental. The research is done, using torrance test creativity from: fluency, flexibility, originality and elaboration. The statistical sample was 80 grade 5 students who were selected based on multistage random sampling method. This sample group is divided into two groups: The test group (40 students) and the control group (40 students). The test group is expected for evaluation.Results: The results show evaluation had negative effects on creativity. Originality and elaboration in group control is higher that of in test group. Also the results showed a significant difference between girls and boys in the originality factor. Conclusion: Overall, the results indicat that EXTERNAL MOTIVATION has negative effect on creativity.

This study explores the MOTIVATIONal components within teacher rating systems and their impact on professional growth MOTIVATION. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, MOTIVATION, and professional development literature. By examining various texts and research findings on teacher MOTIVATION, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's MOTIVATIONal theory, this study provides recommendations to bolster teacher MOTIVATION and job satisfaction through improvements in the rating system.

Ophthalmomyiasis is pathology of eye due to presence of fly larva, which rarely occurs in the world, and most cases has been reported in developing countries. These days incidence of Ophthalmomyiasis has been decreased in Iran. Most cases of Ophthalmomyiasis caused by presence of fly Larvae Oestrus Ovis.In summer 2011, a fourty year old rural woman with a good hygine presented to Ophthalmology department of Rouhani Hospital. She had no background of any disease.After physical examination EXTERNAL Ophthalmomyiasis was diagnosed. all seven larva has been removed, Topical antibiotic and corticosteroid were prescribed for daily use. Two days later in follow up the eye was asymptomatic.

Objective: The present study aimed to determine the effect of academic MOTIVATION training on extrinsic MOTIVATION, intrinsic MOTIVATION, and aMOTIVATION of ninth-grade male high school students.Methods: The research method is a semi-experimental study with a control group design, including one experimental group and one control group. The statistical population comprised all ninth-grade students in boys' high schools in Districts 1 and 2, in Academic Year of 2020-2021 in Zahedan. Forty students were assigned into two groups of 20 students in each group, one experimental group and one control group. In the pre-test and post-test, Vallerand et al.'s academic MOTIVATION scale (1989) was answered. Multivariate covariance analysis has been used to analyze the data.Results: The findings showed that academic MOTIVATION training has a significant effect on students' EXTERNAL MOTIVATION (p<0.015), internal MOTIVATION (p<0.001) and deMOTIVATION (p<0.001).Conclusions: According to the findings, the result indicates that educational MOTIVATION training prevents students from being unmotivated in educational assignments and makes them more academically motivated (intrinsic and extrinsic).

This paper intended to study the effects of needs, internal and EXTERNAL MOTIVATION on the university staff performance. Therefore, using Raymond Ketzel and Donna Thompson’s cotemporary classification, the main MOTIVATION Theories were divided into internal and EXTERNAL theories. The research methodology was linear measurement. In this Method, the most important way to gather data was the questionnaire to be completed by the staff. To get the desired sample, the staff was classified into three groups based on random sampling: high, middle and low rank. Then samples of each group were extracted using simple random sampling. When the questionnaire data were ready, the data bank was formed by SPSS software and the data were analyzed by appropriate statistical tests. The research findings showed that there was a meaningful correlation between all the four variables of internal MOTIVATION and the performance of low, middle and high rank staff. Moreover, the findings showed that MOTIVATION of money award and better work conditions as two variables of EXTERNAL MOTIVATION had a meaningful effect on the performance of low and middle rank staff.The findings also revealed that the variables of EXTERNAL MOTIVATION do not have a meaningful effect on the performance of high rank staff; and MOTIVATION of instructional courses did not affect the performance of low rank staff but had a meaningful effect on the performance of middle and high rank staff. Considering the importance of knowing the MOTIVATION types in order to increase the productivity of human force, improving salary and benefits (EXTERNAL MOTIVATION) and establishing an appropriate base in order to pave the way for success and staff aptness (internal MOTIVATION) should be the main priorities.

Aim: The aim of this study was to investigate the psychometric properties (validity and reliability) of the student version of the Academic MOTIVATION Scale. Method: This study was a psychometric correlation study. The sample consisted of 400 students of the Islamic Azad University, South Tehran Branch, who were selected by available sampling method and completed the student version of the Vallerand, Pelletier, Blais, and Briere (1992) Academic MOTIVATION Scale. Data were analyzed using expolary factor analysis, confirmatory factor analysis, Cronbach's alpha and retest. Results: The results of exploratory factor analysis showed 23 items 7 intrinsic MOTIVATION factors (with the amount of variance explained 12. 85), achievement (with the amount of variance explained 11. 89), identified (with the amount of variance explained 10. 44), aMOTIVATION (with an explained variance of 10. 40), extroversion (with an explained variance of 10. 19), stimulation (with an explained variance of 7. 9), and knowledge (with an explained variance of 6. 57). The results of confirmatory factor analysis confirmed the findings of exploratory factor analysis. Fit indices were obtained in both models of confirmatory factor analysis at the appropriate level of 0. 001. The overall reliability coefficient of the scale was obtained by Cronbach's alpha (0. 88) and retest method (0. 86) for the desired level. Conclusion: The results of the study showed that the student version of the Academic MOTIVATION Scale has good validity and reliability and can be used to measure academic MOTIVATION in students.

The present study was an attempt to improve academic achievement MOTIVATION in English and Arabic courses through multimedia instruction. The population of the study was all male third grade high school students in Sarepolezahab. Through convenient sampling, 20 students were selected and were randomly assigned to two experimental and control groups. The instrument which was used to gather the data was Welrend et. al.'s (1991) academic MOTIVATION questionnaire. The data was analyzed conducting independent samples T-Test and MANOVA. The results showed that there was a significant difference between the experimental and control groups post tests. (p=0.001). Also, the results revealed that there was a significant difference between intrinsic MOTIVATION and the subscales of intrinsic MOTIVATION to accomplish things (p=0.008), to Know understanding (p=0.006), identical regulation (p=0.010), and aMOTIVATION (0=0.001). But, related to intrinsic motivate experience stimulation and EXTERNAL MOTIVATION for introjection and EXTERNAL regulation subscales, the difference was not significant. Because of the significant relationship between the studied variables, multimedia method is suggested to promote academic MOTIVATION.

The aim of this study was to investigate the relationship between components of MOTIVATION with successful implementation of the curriculum from the perspective of female high school teachers in Khorramabad. The research method is descriptive-survey of correlation type. The statistical population of the study consisted of all female teachers in Khorramabad (N=1698). Based on Cochran's formula, 313 teachers were selected as the sample of the study via simple random method. Herzberg’ s two-factor questionnaire was used to assess EXTERNAL and internal MOTIVATIONal factors and a researcher-made questionnaire containing 20 questions was used to measure the success of the curriculum. According to the normal distribution of data based on Kolmogorov-Smirnov formula, Pearson test was used to test the research hypotheses. SPSS software was used to analyze the research data. The results of the study showed that from the perspective of the high school teachers in Khorramabad between the components of intrinsic MOTIVATION (salary 0. 561, environmental policy 0. 486, relationship (personal relationships with peers) 0. 511, job security 0. 488, work environment conditions 0. 453 and how to supervise and monitor 0. 576) were correlated with success in curriculum implementation. The results of this study also indicated that among the factors of intrinsic MOTIVATION (cognition and appreciation 0. 468, career advancement and development 0. 412, nature of work 0. 376, job responsibility 0. 328 and job position 0. 11) were associated with success in the implementation of the curriculum.

In the different definitions and approaches to creativity, MOTIVATION has an important status. Using the social psychology's view of creativity this essay has investigated the role of cultural differences in creative thinking based on the principal of MOTIVATION. This research examined the role MOTIVATION on creativity; The role of culture on creativity and the role MOTIVATION on creativity with regard to cultural differences. The current study was a qualitative reseach by Analytical --descriptive and interpretive-descriptive approach. The main theory focused on is Amablie's. Amablie suggested three dimentions for creativity: domain relevant skills, creative relevant skills and task MOTIVATION. In Amablie theory task MOTIVATION is important, According to the principal of increasing internal and EXTERNAL MOTIVATION, the primary MOTIVATION, the type of EXTERNAL MOTIVATION and time influence on creativity. EXTERNAL MOTIVATION in collectivist societies, such as Iran is important, especially in the final stage of the creativity cycle. In other words, others and social agents are important to stop or continue the creativity. This analysis suggests that creativity is facilitated when EXTERNAL MOTIVATION is informative and the primary MOTIVATION is high and incentives are provided at the end of the creative process. Finally, although it can be said that creativity can can grow in any culture.