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الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
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ASTUDY OF ACHIEVEMENT MOTIVATION IN ITS
RELATION SOME VARIABLES OF SCHOOL
ENVIRONMENT
1- Introduction :
During the last twenty years of this decade we can see agreat
development in psychology theories and searches. This can be noticed
clearly in the field of : ”Achievement Motivation” in which theory and
measurement are interacted inaway not found in any other fields of
psychology during this period.
Search in this field has many applicable efforts that have far away
effects on society and person development as awhole.
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Achievement in society in persons, in behavior has become the spot
of interest and research. The person achievement can reach the high stages
of self actualization and is characterized by high states of mental health.
Achievement in society means that there are clear goals to be reached, so
there is always efforts to develop.
’-.
Man’s problem has no longer become satisfying his biological needs
to keep his existence because this bas become a matter out of question,
Man’s problem has now moreaod more human worlds: Knowledge and
science to master and discover nature’s forces. Man, on the contrary of
other creatures, hasaspecialized abilitytoachieve. adjustment with
environment in which he lives, affects ..tbecomes ~.
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School environment is ant of these environments that becomes the
second after the family in which the student lives, but it differs from the
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family for it is more complicated society and relations in it are not so deep
as in the family,
In school environment the student finds himself in anew changed
environment with a mixture of peers from different social and economic
environments. They need to feel safety and in dependence through social
skills as co-operation, collective thinking, leadership, thus it becomes clear
the importance of school environment on the student’s education and
general abilities.
School is the social unit responsible for changing students from
biological unit to be citizens having social rules and norms So school
skillis how to pass itsesponsible for training the studets on the basic social
skills, how to pass leisure time. So as to avoid school failure and failure in
treating peers.
.
School can beactive in building the student’s character through
developing him, cognitively and socially also the psychological
development can be noticed through the natural atmosphere in which he
freely expresses hisfeelings, accepts his self and others, understands
correctly. School is areal translation of ideal sand goals,
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2- The study problem :
Males and females (in 12 - 20) age have astrong need to reach a
great leel of achievement, but this need and this achievement are effected
by many economic social, psychological, environmental factors. This study
\ problem can be translated in these questions:
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1- Is there a relation between achievement Motivation school environment.
2- Is there relation between achievement Motivation and school
enviroment dimensions.
3- Are there differences between means of grades of achievement
Motivation of males and females.
4- Are there differences between means of grades of students perceptions
of school environment dimensions: ”School adminstration” the teacher
school climate, school activity as females of grades of high
achievement .Motivation students and low a chievement Motivation
students in their perceptions of the school enironment dimensions.
3- The study importance:
There is agreat interest in many educational systems in progressed
and developed countres in the secondary stsage for it plays aseries part
(role) in fanning and developing the student foe society and life
Adolenccence means the moving from chidhood to youth (from 13 - 19
years or before or after this age by a year or two years. Inadolescence the
student challenges his childhood because he trusts his self, her revolts on
the world of the older.
School can heap the sudents in this stage to from a cler idea abut
their abilities and skills, so they can develop their school be havior and
give them the trust toface their future responsibilities. Thus the school’s
role is doulbled in satisfying students needs through experiences,
knowledge activities in different fields ofhman knowledges according to a
clear and defined educational philsospby that applying to the society
philosophy in the modern age.
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4 - The study Aim:
School can have agreet attribution in building the student character
through developing them cognitively, psychologically and the right climate
in which they can express freely their feelings and accept their selves and
the others.
So this study has two aims :
1- Theoritically it aims to prepare a theoritica1 frame in this field.
2- Practically it aims to prepare ascale for school environment and to
discover the relation between achievement motivation and school
environment.
5- The previous studies :
- The researcher produces the previous studies in this ways:
I) Studies on achievement motivation in its relation to other variables.
2) Studies on school environment in its relation to other variables.
3) Studies on the relation between achievement motivation and school
environment.
6- The ~tudy prorrdurn :
1) The study samplesis consisted of (400) students (males and females) in
the first grade in the secondary school in Kalubia govemate (200
males - 200 females).
The study tools : 1- Achievement motivation scale by Kxashk.oush.
2) School environment-scale by the researcher.
7- Statistical treatment:
The researcher used the following statistical methods :
1) Analysis of variance (Anova). 2) Newman Keuls test.
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climate _ school activitj) as the students perceptions.
3) There are statistically signidicant differences between males and
females in grades means in achievement motivation.
4) There are statistically significat differences between (males - females) in
their perception of school environment.
S) There are statisitically significant diffel’ences between students (hip)
and students (low) in achievement motivation in their percePtion of
school environment.
6) There are statistically significant differences between students (mal
es
-
females) in their perce¢on ofDemensions of the school environlllCll
t
(school administration - the \CaChei’- school clinate - school activity).
7) There are statistically significant differences between students (high -
low) in sc!rievement motication in their perception of I>itneIJSionof
the the school environment (school administration’ the teadJes’ -
scbool climate ~ school ativity).
The study results:
• There is a positive statistically significant relation at the level ofO.Ot
between achievement motiation and svhool enir~t at the SIDdy
sample (males ~females) .
• There is a positive statistically significant relation at the level ofO.Ot
between achievement motivation and school administration at the study
sample (males - females).
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• There is a positive statistically significant rlation at the level of 0.01
between achievement motivation and the teacher at the study sample
(males - females).
• There is a positive statistically significant relation at the level of 0.01
between achievement motivation and school climates at the study
asmple (males - emales).
• There is a positive statistically significant relation aat the level of 0.01
between achievement motivation and school climate at the study
sample (males - females).
• There is astatistically significant difficant differences between the marks
average of males - females in achievement motivation for the side of
males.
• There are statistically sitgnificerences between males - females in their
perception of school environment for the side of females.
• There are statistically significant differences between students high in
achievement motivation and students low ”intheir perceptions of school
environment for the high side of the high students.
• There are statidtically significant differences between males and
females. in their perception of schooll administration for the side of the
females.
• There are statistically significant differences between high and low
students in achievement motivation in their peception of school
administration for the side of high students.
• There are statistically significant differences between males and
females average degrees in thier perception of teacher for the side of the
felma1es.
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• There arestatistically significant differences between marls averge of
high and low students in their perceptions of teacher for the side of the
high male students.
• There are statistically significant differences between marks average of
male and female students in their perception of school climate for the
side of the female.
• There are statistically significant differences between marks averaage
of high and low students in achievement motivation for the side of the
high students.
• There are statistically significant differencs between marks averge males
and females in their perceptions of school activity for the side of the
males.
• There are statistically significant differences between high and low
students in achievement motivation for the side of the high students.
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