Authors
Abstract
Background and Objective: Learning is regarded as one of the most important abilities of nervous system and without it the life of an individual disrupted. In fact, the learning process contributes to the organism so that it can adapt the ever – changing environment. Therefore, understanding the mechanisms involving in the learning and factors affecting on it is among the issues which have attracted the attention of many psychologists and neurologists. Motivation is one of the most important factors affecting learning and can relate evolving identity to learning.
Methods and Materials: The present study is a nonexperimental design (correlation) that by using a structural model investigated the relationship between variables. Multi –stage sampling was used for selecting 1072 participants among Sabzevar and Neyshabour second grade high schools girl students. Three questionnaires were used: identity style scale ( ISI), goals achievement scale and motivational strategies for learning.(1) validity and reliability of the scales was tested by confirmatory factor analysis and composite reliability. The data has been analyzed by using path analysis method.
Results: lnformational style had both direct and indirect effect on cognitive engagement. Both effects are statistically significant (P
Keywords
)