A Study of Motivation Orientations Used from High School to University

Learning strategies and motivational orientations are important issues that have attracted the attention of many researchers in recent decades. Thus this research was done with the aim of investigation the use of students’ motivational orientations compared with them high school. The type of research is applied, descriptive. Students of University of Sistan and Baluchestan the number of 19750 was considered as target population and with use of Krejcie and Morgan (1970) sample size table 375 students were considered as sample. The main components of motivational orientations were measured with using Taylor-Sims (2011) Motivational Strategies Questionnaire (MSQ). Data was examined with using Paired Sample t-test, Friedman test for prioritize the variables, Analysis Variance and Independentsample t-test. The findings indicated that generally students use less motivational orientation than them high school course and this amount wasn’t desirable. The girls more utilized these skills in comparison with boys. Among different educational groups in just a few components was a significant difference. In rate of using of motivational orientations weren't significant differences between educational levels and age.


Introduction
In reviewing the learning process in general and learning strategies in particular, should be considered two important elements, cognition and metacognition.Cognition is a broad term that mainly is used in reference to mental activities such as thinking, perception and reasoning and metacognition is a term that describes the person's knowledge about cognitive processes and learning strategies are actually standing in the context of cognitive theories (Solso, 2001).Learning strategies also affect the quality of learning.These strategies are procedures and practices that employ students during the learning to achieve the desired learning goals.In fact, learning strategies are techniques that learner in the learning process by using them attempt to selection and acquisition of information and then integrating (Weinstein et al., 1989).One factor that has been approved by its impact on learning is motivation.In training theories, motivational orientation is a fundamental concept which has been used in various interpretations, including student's motivation, learning motivation, academic motivation (Samadi, 2012).In education, achievement's motivation has an outstanding importance; it often depends on the behavior of learners in achieving the goals.Behavior and performance of students in school vary depending on the level of them motivation.Motivation is a very important factor and often is the most important condition for learning and it is often more important than general intelligence (Sheikholeslami & Khayyer, 2006).There are several definitions of the term motivation; this is one of the most comprehensive: motivation is said to the creator, maintainer and driver behavior.In terms of breeding, motivation is both the aim and the means.As target, we want school and university students earn interest towards scientific and social issues.Hence, all curricula that for their intended activities related to the emotional aspects have motivational goals.As a means, motivation as a psychological readiness considered a prerequisite for learning and its impact on learning is quite clear (Seif, 2011).
Motivation can be defined in terms of actual behavior.Those who are irritated than those who are not irritated, try more.But this definition is relative and can't say much more about this.The definition that suggests further content but has less important is: motivation is the desire to do and depends on one's ability that thereby provided a need.In our technical terms, require is typical psychological and physiological deduction and lack that can attractive a particular outcome (Robbins, 2012).Motivational strategies are said to those behaviors that are associated with learning and development.An individual's academic success is dependent on many factors such as motivation and learning strategies (Taylor, 2011).
According to what was said this study sought to examine the motivational orientation of University of Sistan and Baluchestan students compared with their high school.Motivation is a concept in psychology that widely been discussed for at least a century.Motivation is generally called an internal state that encourages the person to be engaged in certain behaviors.From one perspective, it must have a direction, severity and duration of the behavior over time.Direction is referring to select the specific behavior of a wide range of possible behaviors.Severity refers to the amount of effort spent on a task.Duration refers to the continuity of behavior over time.From another perspective, motivation is associated with a desire to learn or gain some objectives.This means that, the motivation stems from the wishes and desires of the individual (Spector & Fox, 2003).

Importance and Factors Affecting Motivation
Motivation is a very important factor and the most important condition for learning.It is often more important than general intelligence.In fact, psychologists believe that motivation is an essential source of learning.They believe that in the absence of sufficient motivation for learning, learning in school is unlikely.Motivational issues in learner's teaching and training and its impact on academic performance considered an essential aspect of effective learning.This has been seen repeatedly students are very similar in terms of ability and academic aptitude, and in other words general intelligence but have large differences in academic achievement together.Researchers have found smart children with below expectations compared to children with lower intelligence but with higher expectations had lower scores (Cano, 2006).In general, a set of interrelated factors affect the interest and motivation of students to learn.This category may include: characteristics of the learner, quantitatively and qualitatively of curriculum, characteristics of teachers, conditions and characteristics of the learning environment, learning activities and assignments and other environmental factors.Among the characteristics of the learner the most important factor is required.Need refers to a state of lack or deficiency in human.When human feel the need, it's an uncomfortable feeling.When his need satisfied it is pleasing to him.Hence, it is said his motives, both conscious and unconscious derived from his needs.Relevance and significance of programs and assignments to learners depends on their appropriateness and relevance to the needs, in particular, priority needs (Wang et al., 1990).Type, degree and severity of needs vary in different individuals.Also, need's impact vary in motivating people between different people and an individual in different situations for behaviors.Also environmental factors influence people's perception of what is needed and motivate them to strive for elimination the need.Need led to behavior and in other hand need's satisfaction (behavior) may also be a need and desire to satisfy other needs (Irannezhad & Sasangohar, 1996).Pintrich and DeGroot's (1990) research results showed that self-regulation, self-efficacy, and test anxiety are the best predictors of academic performance.Also self-efficacy in boys and test anxiety in girls was significantly higher.But in other components wasn't significant difference between boys and girls.Anderman and Young (1994), Linn and Hyde (1989) in a study aimed to investigate the role of gender in the use of learning strategies and motivational strategies found there are no difference in term of use these strategies between girls and boys at each level of education but they differ in terms of learning and how they make progress.When Art and When Week's research results in 1996 showed there were a strong correlation between average grade with motivation, time management, anxiety, concentration, selecting main ideas and test strategies between students of two studied faculty (Quote Wongswadlwat, 2003).Cubukcu (2007) refer to Alexandre research results in 1996, in a study titled compared of learning and study strategies norms Singapore students with American students' norms showed that three areas of information processing, selecting main ideas and Singaporean students study guide were above the 50th percentile of normative table scores for students in America.A study by Kovach & Wilgosh (1999) at the University of Alberta, Canada was conducted as learning strategies and motivational differences between male and female students and their academic average grade.Findings indicated that boys obtained significantly lower scores than girls in motivation, study guide and test strategies while they had less anxiety than girls.Also comparing students with high and low grade point average showed significant difference in the area of time management and motivation and in both areas, lower average grade group had more problems in these two areas.Downing and Shin's research results (2007) indicated the scores of male and female students in self-regulation components and test anxiety had significant difference.
However, in other components were not significantly different between the two groups.Shih et al (2009) drew norms of learning and study strategies in Taiwan's students.Results showed that except two areas of information processing and self-examination that were above the 50th percentile, anxiety was in the 50 percentile, other areas were less than 50th percentile.Three scope of choose the main ideas, attitudes and motivation were lower 15th percentile.The result of research by Serin et al. (2009) that was conducted in order to comparative analysis of factors affecting on teaching students' learning and study strategies in the International University of Greece implies the existence of significant differences in the areas of motivation, anxiety, selecting main ideas and study guide between men and women.A study by Taylor Sims (2011) conducted titled study of motivational, learning and cognitive strategies used by students compared with high school and university's first semester average grade.The findings suggest that a relationship exists between average grade of first semester of university and strategies used in high school.Also results showed that students used more motivational strategies than them school's time.University allocated the most of the motivational components to itself.But there was no significant difference in terms of learning strategies.According to what was said the main questions of this research are the following questions: -Is there a significant difference in students' motivational orientation compared to them high school?-What is the priority of motivational orientation in college compared to high school?-Is there a difference in students' motivational orientations based on variables such as gender, age, field of study and grade?

Methodology
Considering the goal of the research which is investigation the use of student's motivational orientations compared with them high school, quantitative research method was used.The target population of this study is all male and female students of University of Sistan and Baluchestan at the undergraduate and postgraduate in the 2013-2014 academic years as follows:  Instrument: In this study required data in a real environment has been collected with the use of library resources and distribution of the questionnaire in person.Motivational Strategies Questionnaire (Taylor-Sims, 2011) was used to collect data that includes six types of motivational orientation (learning control, Self-Efficacy, test anxiety, work values, external goals, and internal goals).The questionnaire had been adjusted in 45 questions for high school and 45 questions for university.MSQ measurement scale is sequential.Respondents on the basis of a questionnaire guide ranked them answers on a scale of five from 1 (Very low) to 5 (Very much).The purpose of the questionnaire was that collect information on study habits, motivation and learning skills of students.Researcher has provided the questionnaire for consideration and comment to several experts in this field.After the expert opinions and needed reforms, validity was confirmed.Cronbach's alpha was used to determine the reliability of the test.The results of the reliability of the questionnaire, obtained with Cronbach's alpha, as follows:  As the above table shows, in components of learning control and self-efficacy male have bigger mean than female but the difference is not significant at the level 0.95.In components of test anxiety, work values and external goals female have bigger mean than male but the difference is not significant at the level 0.95.But in component of internal goals female have bigger mean than male but the difference is not significant at the level 0.95.Results of table 10 shows that in components of learning control, self-efficacy and work values, internal goals, and in total, according respondents' mean score differences, based on the observed F, the comparison of these components' mean with respect to age in level of 0.95 is not a significant difference and in components of external goals and test anxiety is a significant difference.

Discussion and Conclusion
To answer the first question used Paired Sample t test.According to the results, in general, there was a significant difference between students' motivational orientations compared with them school time.
Results showed that students in college had less motivational orientations than school time.Given that students decide with authority to enter the university and study and usually have reasons for them studies, it can be said the need for education encourage them to enter the university and study, so having the proper motivation to learn in them seems logical.This result is in line with the study by .Shih et al (2009).And with Taylor Sims' research (2011) which showed that most of the motivational components are allocated to the university have inconsistent.To answer the second question used Friedman test.
Components of learning control and internal goals in both high school and college were acquired rating 1 and external goals were acquired final rank.The other components had different ranking among high school and university.In general, results showed that mean of motivational orientations in time of school were more than university.To answer the third question used ANOVA and Independent-sample T Test.
Components of learning control, Self-Efficacy and work values, external goals and internal goals, according respondents' mean score differences, based on the observed F, the comparison of these components' mean with respect to age in level of 0.95 had not a significant difference and in components of work values and test anxiety had a significant difference.
In components of learning control and Self-Efficacy male had bigger mean than female but the difference was not significant.In components of test anxiety, work values and external goals female had bigger mean than male but the difference was not significant.But in component of internal goals female had bigger mean than male but the difference was not significant.This result is in line with the study by Jalali and Arefi, (2009), Serin et al (2009), Kovach and Wilgosh (1999), Downing and Shin(2007) and Pintrich and DeGroot (1990).And have inconsistent with researches by Anderman and Young (1994) and Linn and Hyde (1989).Components of learning control, Self-Efficacy, test anxiety, work values and external goals, according respondents' mean score differences, based on the observed F, the comparison of these components' mean with respect to field of study in level of 0.95 had not a significant difference.And component of internal goals had significant difference.This result is in line with the study by Wongswadlwat (2003).In components of learning control, Self-Efficacy, work values, external goals and internal goals Postgraduate students were acquired most mean and Undergraduate students were acquired lowest mean but in level of 0.95 was not a significant difference.In components of test anxiety Undergraduate students were acquired most mean and Postgraduate students were acquired lowest mean and in level of 0.95 were a significant difference.
Krejcie and Morgan (1970)ed stratified proportional by size sampling method and simple random sampling because the sample representation is very important for the purposes of generalizability of the sample.The study sample consisted of 375 students from the University of Sistan and Baluchestan that have been determined by usingKrejcie and Morgan (1970)table sample size.The details of sample descriptive statistics are displayed in table 2.

Table 5 : The results of the reliability of motivational orientation questionnaire
Methods of Data Analysis:For data analysis used Paired Sample t-test, Friedman test for prioritize the variables, ANOVA and Independent-sample t-test by using SPSS software, version 20.4.Results1) Is there any significant difference in students' motivational orientation compared to them high school?To answer the first question used Paired Sample t-test.The results of this test can be seen in the below table:

Table 6 : Results of Paired Sample t test (N=375)
2) What is the priority of motivational orientation in college compared to high school?To answer the second question used Friedman test.According to the below table significant coefficient in the level of 0.95 confidence is 0.001, this indicates that motivational orientation components ranking are different together.Components in order of preference are given in the table 8.

Table 8 : Motivational orientation components in order of preference School Variables
As the table 8 results shows, components of learning control and internal goals in both high school and college have acquired rating 1 and external goals has acquired final rank.The other components are different ranking among high school and university.In general, results showed that mean of motivational orientations in time of school are more than university.3)

Is there any significant difference in students' motivational orientations based on variables such as gender, age, field of study and grade?
To answer the third question used ANOVA and Independent-sample t-test.The results of these tests can be seen in the below table:

Table 11 : Examination of motivational orientation of students in terms of study field
As the above table shows, in components of learning control, self-efficacy, test anxiety, work values, external goals, and in total, according respondents' mean score differences, based on the observed F, the comparison of these components' mean with respect to field of study in level of 0.95 is not a significant difference.And in component of internal goals is a significant difference.

Table 12 : Examination of motivational orientation of students in terms of Grade
As the above table shows, in components of learning control, Self-Efficacy, work values, external goals and internal goals Postgraduate students have acquired most mean and Undergraduate students have acquired lowest mean but in level of 0.95 is not a significant difference.In components of test anxiety Undergraduate students have acquired most mean and Postgraduate students have acquired lowest mean and in level of 0.95 is a significant difference.