achievement motivation

This study aimed at investigating the effect of using smart board technology on the EFL learners' achievement motivation and willingness to communicate (WTC). The participants were 65 second grade female students from Shahid Nazari girls’ high school in Andimeshk, Iran, who were selected randomly. An OPT was administrated to the the participants to homogenize them. Other instruments were Hermans’ achievement motivation questionnaire and McCroskey & Baer’s WTC questionnaire to estimate the participants’ achievement motivation and willingness to communicate, respectively. For data analysis, Levenetest, Kolmogorov-Smirnov, independent samples T test, paired sample T test, MANCOVA and ANCOVA were used. The findings indicated the experimental group outperformed the control group. Overall, the findings provided empirical support for the significant effect of using smart board technology on the EFL learners’ achievement motivation and WTC. 

The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. The method was descriptive-correlational, and the statistical population included all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p .