The Effect of Multidimensional Motivational- behavioral Interventions on Achievement Motivation, Academic Performance and Motivation of 7th grade students

The aim of the present study was to examine the effect of the multidimensional motivational–behavioral interventions on performance and academic motivation.This study was administered with a quasi-experimental design with pre-test, post-test and control group. Participants were all of the female students in first-grade high school of public high schools of Semnan in the academic year of 2013-2014. Totally 72 female students (34 in the experimental group and 38 in control group) were selected by multistage random sampling method. Participants received the behavioral components training for 12 sessions. Participants completed Herman's Achievement Motivation Questionnaire (1970) and Semnan Multidimensional Academic Motivation Questionnaire (Pooragha & Talepasand, 2014). Data were analyzed using Covariance Analysis model. Results showed that the motivational-behavioral intervention had the effect on planning, task management, and persistence. In addition, the motivational-behavioral interventions had the effect on the total score of performance, hardworking and trust. The motivational-behavioral intervention has been effective for increasing the motivation and the performance in schools. Thus applying this intervention is recommended