University of Isfahan New Educational Approaches   2423-6780 12 1 2017 08 23 The Effect of Multidimensional Motivational- behavioral Interventions on Achievement Motivation, Academic Performance and Motivation of 7th grade students The Effect of Multidimensional Motivational- behavioral Interventions on Achievement Motivation, Academic Performance and Motivation of 7th grade students 92 109 21753 10.22108/nea.2017.21753 FA M. Zamani M. A. student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semanan, Iran S. Talepasand Associate Prof. University of Semnan, Semnan, Iran Journal Article 2017 09 06 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. <strong><br /></strong> <strong> </strong><strong> <br /></strong> 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. <strong><br /></strong> <strong> </strong><strong> <br /></strong> https://nea.ui.ac.ir/article_21753_3d99f63381cb7802d6f58a6434f4f751.pdf