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.

Motivation means the existence of a clue in the form for understanding the meaning, the device which guides us directly towards meaning. So the relation between form and meaning isn’t always arbitrary and sometimes this relation may be an iconic one. One sort of motivation is semantic motivation. Those words have semantic motivation that there is a semantic relation between their components and the meaning of the whole word. Some people believe that primary words were more iconic and by passage of time as well as phonetic changes, this motivation has been reduced.In this research, a more powerful and a more exact attention paid into it. To consider this hypothesis, four travel accounts from the present time were selected and 2800 content words from them were extracted. Then the semantic motivation in those words was analyzed. Afterwards, the results of these texts were compared with the results from considering 2800 words of texts from 200 years ago in order to answer the question that since 200 years ago, motivation in Persian language had been increased or decreased. The Comparison of the results of two courses of time showed a meaningful increase in the number of words with semantic motivation in the present time in comparison with 200 years ago. Therefore, it might be claimed that since 200 years ago, words with semantic motivation have increased.

Introduction: The expansion of sports and related activities has made this type of activity one of the most attractive activities accepted worldwide. Accordingly, the present study was conducted with the aim of evaluating the effect of the presence of national team athletes in sports clubs on the level of sports motivation of youth in Arak city. Methods: This descriptive-analytical study targeted young athletes as the research population. Data were collected using the Sports Motivation Questionnaire and the Sports Participation Motivation Questionnaire. For this purpose, 141 athletes referring to sports clubs in Arak city were selected as the sample size. Results: The findings indicated that the presence of national team athletes, observing their training sessions, membership in a club that includes national athletes, and their role-model status can significantly impact the sports motivation and sports participation motivation of youth in Arak City (P < 0.001). In addition, the results of this study showed that there is no significant difference between sports participation motivation and sports motivation by gender (P < 0.001). The analysis of variance test results revealed a significant inverse relationship between age and the scores of both sports participation motivation and sports motivation (P < 0.001). Conclusions: According to the results obtained, it can be said that attending or observing the training or competitions of national team athletes has an impact on the sports motivation of Arak's youth. Finally, it is emphasized that sports policymakers should take advantage of the active presence of national athletes at club levels to increase the motivation and sports participation of young people.

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).