Designing an Educational Model for Academic Motivation in the Indigenous Context of Iran: A Qualitative Study
Keywords:
Educational Model of Academic Motivation, Iranian Cultural Context, Qualitative StudyAbstract
Academic motivation is one of the key components in the quality of learning and academic achievement of students and plays a determining role in their level of engagement, perseverance, and psychological well-being. Despite extensive research in this area, a significant portion of existing motivational models is based on non-Iranian cultural contexts and does not fully respond to the conditions, values, and educational structure of Iranian schools. Therefore, the present study was conducted with the aim of designing an educational model for academic motivation within the indigenous context of Iran. This study was designed using a qualitative approach and a constructivist worldview. In the first phase, through a systematic review of national and international scientific literature, theoretical frameworks and components related to academic motivation were identified. In the second phase, in order to discover indigenous components, a descriptive phenomenology strategy was utilized, and data were collected by conducting 15 semi-structured interviews with education specialists, educational psychologists, and academic counselors who were selected using purposeful sampling. Data analysis was performed using directed content analysis along with open, axial, and selective coding based on the Strauss and Corbin method. The results of the analyses led to the extraction of seven main themes, including the characteristics of students’ academic motivation, recent changes in motivation, factors increasing and decreasing motivation, essential components for designing the model, the role of the teacher and teaching methods, effective environmental elements, and prerequisites for implementing the educational model. Based on these findings, the educational model of academic motivation was designed and validated with an emphasis on the needs for autonomy, competence, and relatedness, as well as the reformation of the evaluation system, teacher empowerment, and institutional support. The proposed model can be utilized as an indigenous and practical framework for designing educational programs, enhancing academic motivation, and improving the quality of learning in the Iranian educational system.
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