Examining the Role of Motivational Beliefs in Studentsʹʹ Academic Performance in Landehʹʹs High School

This study aims to examine the role of motivational beliefs, in studentsʹ academic performance in Landehʹs high school. This study used descriptive and correlative method. And statistical population of the study was all students of Landehʹs high schools, among which 475 students were selected through cluster-stratified random sampling. To collect the data for this study, two questionnaires about motivational learning strategies were used which were made by Pintrich & De Groot, (1990). To analyze the data in regard to the research questions, the Pearson correlation coefficient, single group t, t-test, Multivariate Regression and ANOVA were used. The results of the study on motivational beliefs showed that self-efficacy and self-evaluation are higher than the average but the exam anxiety is lower than the average, among the students. The results of the study on academic performance showed that performance satisfaction is higher than the average but the assignment difficulty is lower than the average, among the students. The results of Pearson correlation coefficient showed that there is a significant and positive relationship between motivational beliefs, self-efficacy and self-evaluation but there is a negative relation in exam anxiety. The regression results showed that in motivational beliefs, only selfevaluation had the highest prediction about academic performance. As motivational beliefs and academic performance variables were compared according to demographic characteristics of gender and grade, there were only significant differences in academic performance with gender and educational level, but there were no significant differences in other variables.