Document Type : Scientific Articles
Authors
1
PhD Student in Educational Psychology, Psychology & Education Faculty, Allameh Tabataba’i University, Tehran, Iran.
2
Professor Educational Psychology Department, Psychology & Education Faculty, Allameh Tabataba’i University, Tehran, Iran.
3
Associate Professor Educational Psychology Department, Psychology & Education Faculty, Allameh Tabataba’i University, Tehran, Iran.
4
Professor Educational Psychology Department, Psychology & Education Faculty, Allameh Tabataba’i University, Tehran, Iran.
10.22111/jeps.2025.53115.6078
Abstract
Situational motivation is one of the key factors in effective student learning, and therefore, efforts to develop new methods to improve this trait are noteworthy. In this regard, this study aimed to examine the effect of an integrated story-based homework package on the situational motivation of fourth-grade elementary students. The research method was applied in terms of purpose and quasi-experimental based on a pre-test and post-test design with experimental and control group in nature. The statistical population included fourth-grade elementary school students in the city of Quds in the academic 2024-2025, which was about 2000 people. A sample of 50 cases was selected using the convenient method and randomly assigned to two experimental and control groups (25 cases each group). The experimental group used the integrated story-based homework package for 10 weeks, while the control group was not exposed to this intervention. The research tools included the standard situational motivation questionnaire of Guy et al (2000). Statistical analysis was performed using multivariate analysis of covariance in SPSS27 software. The findings showed that, based on multivariate analysis of covariance, the effectiveness of using story-based assignments on the intrinsic motivation dimension (sig = 0.001, f = 20.859, df = 50 and 1), the identified regulation dimension (sig = 0.001, f = 9.010, df = 50 and 1), the external regulation dimension (sig = 0.001, f = 16.788, df = 50) and the Amotivation dimension in situational motivation (sig = 0.001, f = 34.712, df = 50 and 1) was significant. As a result, using integrated assignments by adapting appropriate stories is a fundamental way to increase intrinsic motivation and avoid a tendency towards extrinsic motivation in the teaching and learning environment. Therefore, it is suggested that teachers use the assignments in this package and also learn the principles of designing integrated story-based assignments as a new educational method to increase student motivation.
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