Investigating the Relationship between Philosophical Mindedness with Achievement Motivation and Academic Performance in Students
DOI:
https://doi.org/10.24200/jsshr.vol2iss03pp70-73Abstract
The study aimed to determine the relationship between philosophical mindedness with achievement motivation and academic performance of postgraduate students of Birjand University. Methodology: The population of this descriptive correlational study includes 461 postgraduate students of Birjand University in the academic year 2012-13 in which 210 students were finally selected as sample using stratified sampling and Krejcie and Morgan’s table. Data collection tools included philosophical mindedness and Hermans’s Achievement Motivation questionnaire. In order to measure the students’ academic performance their GPA were used. Results: Results of the data analysis showed that the philosophical mindedness (including penetration, comprehensiveness, and flexibility components) has a significant positive relationship with achievement motivation, but there was no significant relationship between philosophical mindedness (including penetration, comprehensiveness, and flexibility components) with academic performance. Conclusion: Additionally, individuals with achievement motivation tend to rely more on their own judgment. This leads them to focus on "self-activity" and don’t think to the quality and quantity they want to receive and therefore gain higher success.References
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