MOTIVATION is a one of the important psychological traits that has considerable implications on programs whose objectives are identification and cultivation of young, skilled performers, but limited researches have been directed toward defining the competitive specific MOTIVATIONal profile of elite soccer players. Thus, the purpose of this survey was to describe Iranian elite male soccer players' MOTIVATIONal characteristics. Therefore, 61 soccer players of senior, youth U-19 and U-23 national teams who were selected purposively completed the sports attitude inventory. The data were grouped by age and primary position played and analyzed by descriptive statistic. On the basis of results, the MOTIVATION to ACHIEVE SUCCESS and avoid failure of these elite players was high and low, respectively. Moreover, senior national team players and midfielders had more competitive MOTIVATION than other players.

This study explores the MOTIVATIONal components within teacher rating systems and their impact on professional growth MOTIVATION. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, MOTIVATION, and professional development literature. By examining various texts and research findings on teacher MOTIVATION, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's MOTIVATIONal theory, this study provides recommendations to bolster teacher MOTIVATION and job satisfaction through improvements in the rating system.

The idea that science is objective, or able to ACHIEVE objectivity, is in large part responsible for the role that science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to an epistemic relativism about science. The paper concludes with the realist suggestion that the best explanation of the SUCCESS of the sciences is that the methods employed in the sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the sciences leads to the objective truth about the objective world.

Introduction: The aim of this study was to investigate the relationship between the perception of the learning environment and the MOTIVATION to progress with the academic resilience of female students in the second grade of secondary school. Method: MethodsThe research method of this study is a descriptive correlational type. The data collection method was as follows: 160 people were selected from the second grade of secondary school girls in Ramsar city by simple random sampling and they completed the questionnaires on the perception of the learning environment, MOTIVATION to progress and academic resilience. The data were analyzed through descriptive indicators, Pearson correlation coefficient and multivariate regression analysis in a stepwise method. Results: Pearson correlation coefficient (r=0. 515) at a significance level of 0. 001 showed that there is a significant positive relationship between ACHIEVEment MOTIVATION and students' academic resilience, but no significant relationship was found between perception of the learning environment and academic resilience. In other words, the higher the ACHIEVEment MOTIVATION, the higher the academic resilience of students, but the perception of the environment has no role in students' academic resilience. Conclusion: Based on the research findings, it can be concluded that in order to increase students' academic resilience, attention should be paid to improving their MOTIVATION for progress.

There are numerous factors that influence language learning SUCCESS. However, one of the most significant factors is the learner's MOTIVATION to acquire the language for use in real-world situations. Research and practice indicate that learners with high MOTIVATION can succeed regardless of the circumstances. This study aims to identify effective strategies for promoting inclusion and MOTIVATION in English as a Foreign Language (EFL) learning. It will explore resources and tools that can support these strategies, investigate their impact on learners' participation and engagement levels, evaluate their effectiveness in achieving language learning goals, and provide recommendations for EFL educators. Concerning data collection required for investigating problems associated with the present study, the researchers used a qualitative data collection technique that involves gathering and processing numerical data to conduct statistical analysis. This research made use of the questionnaire as a method for collecting data and then ran those responses through SPSS for analysis. After collecting and analyzing the data, the study showed several significant findings, among which are the significance of inclusion and MOTIVATION in EFL classrooms, adopting effective strategies for promoting inclusion and MOTIVATION in EFL learning facilitates the learning process, and obtaining positive learners’ classroom engagement through inclusion and MOTIVATION. This study attempts to receive EFL instructors’ feedback regarding the utilization of inclusion and MOTIVATION as tools to enhance teaching and learning processes.

The purpose of this study was to determine the relationship between identity styles and MOTIVATION factors and SUCCESS feeling in the elite teenager male soccer and karate players. The condition of the variable were also described and compared.Method: 352 individuals were selected randomly (176 persons from 1387 national adolescent championship competitions). Identity styles were measured by ISI-6G test (White et al., 1998), and MOTIVATION factors were measured by SMS-6 questionnaire (Mallet et al., 2007), and SUCCESS feeling was measured by Raudseep (1984) test. In both groups, the highest mean score in identity styles belonged to informative style; the highest mean scores in SUCCESS feeling belonged to idealist; and the highest mean score in MOTIVATIONal factors in soccer belonged to introjected regulation and in karate to intrinsic MOTIVATION.In both groups, there was significant difference in normative, diffuse avoidant identities and aMOTIVATIONal and external regulation. There was no significant difference in SUCCESS feeling in both groups.There was a significant relationship between identity styles and MOTIVATION factors and feeling of SUCCESS as follows:-Between informative identity style with external regulation factor, identified regulation factor is positive.-Between informative identity styles with introjected regulation factor, integrated regulation factor, intrinsic MOTIVATION is positive.-Between normative identity styles with introjected regulation factor, integrated regulation factor, intrinsic MOTIVATION is positive.-Between diffuse-avoidant identity style with aMOTIVATION factor is positive.-Between diffuse-avoidant identity style with introjected regulation is negative.-Between informative identity style and normative identity style with SUCCESS feeling is positive.-Between diffuse- avoidant identity style with SUCCESS feeling is negative.-Between aMOTIVATION factor with SUCCESS feeling is negative.-Between intrinsic MOTIVATION factor with SUCCESS feeling is positive.