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.

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).

Sound is one of the forms of mechanical energy and the two main characteristics of sound are intensity or power and frequency or wavelength of sound.their performance against the incoming sound wave, industrial silencers can be divided into two general groups of resonating and absorption silencers, the main difference between these silencers is the release of sound energy from the channeling system, which is one of the common examples of the use of resonating type silencers, their use in It is the INTERNAL combustion engines that distinguish absorption silencers from the resonator type based on the fact that the main and visible part of the act of muting the sound is achieved by changing sound energy to heat energy.The goal of this article is to design a muffler based on the breaking of sound frequencies resulting from the movement of fluid in the exhaust output of vehicles, which leads to a reduction of at least 50 db of sound and gives the operator enough peace and concentration. In this article, after examining three types of mufflers, absorbent mufflers that use the properties of porous absorbent material to absorb passing sound and are the simplest form of mufflers, have been selected, analyzed and reviewed and are suitable for the OM457 engine of Idem Industrial Company. It designed for maximum inlet exhaust temperature is 520 and for the maximum kW power is 315 with the maximum discharge relative pressure of 185 mbar for homogenization with the standard atmosphere.

The aim of this study was to determine the relationship between INTERNAL MOTIVATION and happiness among high school students in Karaj city. Using cluster random sampling, 318 students were selected. Then, INTERNAL MOTIVATION and happiness questionnaires were administrated. The collected data were analyzed using Pearson correlation coefficient, stepwise regression analyses and Z test. The results showed that there was positive relationship between INTERNAL MOTIVATION and happiness (P<0.01). Also, there was positive relationship between interest, perceived competence, lack of tension, selection and happiness (P<0.01). Among the components of INTERNAL MOTIVATION, lack of tension and interest together explained about %15 of happiness variability. The relationship between INTERNAL MOTIVATION and happiness among female students was stronger.

The purpose of this study was to provide a structural model for testing the structural relationships between academic identity, INTERNAL MOTIVATION and self-efficacy as predictors of deep cognitive engagement among students. Participants were all students of Semnan University. The sample consisted of 400 students (204 boys and 196 girls) who were selected by stratified random sampling. Participants completed questionnaires of Self-Regulation Learning Strategies Questionnaire of Pintrich and DeGroot (1990), Study process questionnaire of Biggs, Kember and Leung (2001) Vallerand's MOTIVATION Inventory Questionnaire, and Osborne's Educational Identity Questionnaire (1997). Data were tested using structural equation method. The results indicated that the educational identity pathway on deep cognitive engagement, academic identity on self-efficacy and INTERNAL MOTIVATION on deep cognitive engagement was significant and positive. The indirect effect of academic identity on deep cognitive engagement was positive and significant through self-efficacy and academic MOTIVATION. Therefore, in order to increase deep cognitive engagement, attention should be paid to MOTIVATIONal orientations, academic identity, and self-efficacy beliefs of students. The implications of the findings were discussed.

The main purpose of this research was to study the relationship of spirituality in workplace (spiritual craving, spiritual and mystical experience, spiritual connection, sense of community), INTERNAL MOTIVATION and work engagement (strength, devotion, attraction), with task performance. The type of study was descriptive and the method was correlation. Statistical population included all employees of a healthcare center in the city of Isfahan, from whom, 200 persons were selected via simple random sampling. The research instruments were Spirituality in Workplace (Kinjerski&Skrypnek, 2006), INTERNAL MOTIVATION (Amabile, Hill, Hennessey&Tighe, 1994), Work Engagement (Utrecht, 2002), and Task Performance (Patterson, 1963) questionnaires. Data were analyzed with the use of Pearson correlation coefficient and stepwise regression analysis showed that there are significant positive relationships between spirituality in workplace, INTERNAL MOTIVATION and work engagement with task performance (P£0.01). Moreover, results of regression analysis showed that the spiritual and mystical experience and the spiritual connection from the components of spirituality at work, the strength from the dimensions of work engagement, and the INTERNAL MOTIVATION, were able to predict significantly (P£0.01) task performance. Therefore, based on the results it may be concluded that task performance in organizations could be increased by increasing spirituality in workplace, INTERNAL MOTIVATION and work engagement.

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.

The aim of current research under the title of relation of teacher’s behavior with vitality and INTERNAL MOTIVATION was to determine relative relation and contribution of different kinds of teacher’s behavior to explain student’s vitality and INTERNAL MOTIVATION. The sample was consisted of 300 participants from Isfahan high school pupils randomly selected to respond to the questionnaire on teacher’s behaviors, vitality, and INTERNAL MOTIVATION. Part of the significant findings show important factors for the students’ vitality and INTERNAL MOTIVATION in two areas, which include teacher’s behavior related to vitality and teachers’ behavior related to INTERNAL MOTIVATION. The factors in each of these areas indicate the student’s INTERNAL vitality and INTERNAL MOTIVATION. Among teachers’ behavior related to vitality, teacher enthusiasm (0.31), independent support (0.27), underlying knowledge (0.21) explain vitality and student’s MOTIVATION. And among teachers’ behaviors related to INTERNAL MOTIVATION, teachers’ enthusiasm (0.41) and variety of method (0.29) explain students’ vitality and INTERNAL MOTIVATION.

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.