The Effect of Teaching Philosophy-Oriented on Academic Motivation and Self-Monitoring among Students

The whole purpose of this research is to study the effect of philosophy on academic motivation and selfcontrol among students. Research method is “Quasi-experimental” with two groups: control and test groups that are selected randomly. Statistical population consists of girl students of middle-grade-school in Rasht city (Iran) that their number is1283. 27 students are selected randomly as test group and 28 students are selected as control group purposely from the school. Theoretical pattern is design of educational philosophyoriented schedule for girl teenager students. Research instrument are: academic motivation questionnaire (Ams) belongs to" Valerland” et al (1989) and self-control questionnaire of snider and ganisters (1986). The method for analysis data is descriptive and deductive method and also multi-variant co-variance analysis is to test hypotheses. Research findings show that philosophy-oriented education for girl teenager students in middle-grade-school affected on their academic motivation and self-control. The result of co-variance analysis of research variables shows that the difference among test group and control group is significant and also based on the final result of "Lambda Vilkz" test in studding combinational effect of independent variable on despondent variant and additionally, in regard to calculated "F" (p < 0.001, 17.52) the hypothesis of research is not be significant; moreover, the severity of the effects of independent variables on the dependent variable is very high and equal to 0.28. In addition, significant differences test and control groups and severity of impact In terms of desirability to separate were confirmed in effects of teaching philosophy on academic motivation and self-monitoring.