A Comparative Study of Achievement Motivation Among Students of Different Ethnicities (Case Study of Undergraduate Students at the University of Tehran)
Keywords:
Motivation for progress, ethnicity, students, University of TehranAbstract
This study aimed to assess and compare achievement motivation among Kurdish, Turkish, Lur, and Persian undergraduate students at the University of Tehran. This research was a field-based survey. The population included all undergraduate students living in the dormitories of the University of Tehran. Due to the unavailability of a complete ethnic list, a non-probability snowball sampling method was employed considering students’ academic fields, resulting in a sample of 299 participants. Data were collected using a questionnaire adapted from Ronald Inglehart’s achievement motivation and value priorities scale. Data were analyzed with SPSS using chi-square, Kruskal–Wallis, and Mann–Whitney U tests. The results revealed a significant difference in achievement motivation across ethnic groups (X²=13.25, P=0.039). Kurdish students had the highest motivation levels, followed by Turkish, Persian, and Lur students. The Kruskal–Wallis test confirmed differences among groups (H=9.87, P=0.04). Mann–Whitney tests indicated significant differences between Kurdish and Persian students and between Kurdish and Lur students but no difference between Kurdish and Turkish students. Father’s education, income, and socio-economic status were not significantly related to achievement motivation; however, age was positively associated, and father’s occupational status showed a negative significant correlation. The findings confirm meaningful ethnic differences in achievement motivation, highlighting the impact of cultural and social contexts on students’ educational aspirations. These insights can guide educational policies and support equal learning opportunities among diverse ethnic groups.
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