The progress motivation effect on the students learning satisfaction (Case study on smart high schools)

Abstract

Behavioral sciences Theorists have defined the motivation as the special condition that causes definite behavior, while they assume the motivation as the private reason of special behavior, Hoffman, 2006.In smart teaching environment factors as receiving reaction from learners properly, learning environment, its infrastructure, teaching content purposes and learner performance are influential on learning and it leads to the learner satisfaction. The purpose of this research is evaluation of motivation effect on development on the students learning satisfaction in smart teaching environment. The sample includes 330 students in mathematics, general science and human science in high school grade two and three on governmental department. The used tool in this research is two scales of Hermes motivation for development and learning satisfaction questionnaire. The main criterion factor findings for Hermes development motivation scale was presence of 10 factors and for learning satisfaction questionnaire 4 factors were shown and the confirming factor analysis approved these factors. The results showed that the most development motivation is belonged to the general science students and the minimum development motivations were equal in two mathematic and human courses. The maximum satisfaction about the learning belonged to the students in mathematics, general science and human science and the final results confirmed the effect of development motivation on the satisfaction about learning in students of all courses. The obtained results were attributable to whole statistical society by considering 1% of error.