Scholastic Achievement Motiveof Students in Terms of TheirStudy Styles as Behavior

The purpose of this study explained the motive for scholastic achievement of Esfahan University students in terms of their study styles viewed as behavior. To achieve the aims of the study, using randomized sampling technique, out of 13691 Esfahan University students in seven faculties, a statistical sample of 373 students was prepared. To collect the data for the study classified as one of correlation, questionnaires for study styles (with 30 question items and Chronbach ? of 0.44-0.740) and motive for scholastic achievement (with 49 question items and Chronbach ? of 0.75) were prepared. The data from the questionnaires were analyzed using Pearson Correlation and Regression coefficients. The results indicated that there was a positive significant relation between the study styles and the scholastic achievement motive. Further, the evidence from the regression also indicated that out of the study styles, meta-cognitive consciousness 19.80, scholastic self-confidence 19.30 and superficial technique 16.70 explain the scholastic achievement motive and the ability to make significant predictions: p < 0.05 or p < 0.01, whereas strategic and in-depth approaches predict the scholastic achievement motive.