Shahram Hasanzadeh - Department of Educational Planning, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

The aim of this study was to investigate the Motivational Beliefs as Predictor Variables in MathAcademic Performance. The statistical population of the study consisted of all junior high schoolstudents in Bandar Abbas in the first educational district in the academic years 2015-16. The sampleconsisted of 418 students, including 191 girls and 227 boys who were selected using multistagecluster sampling method. The required information to explain the three components ofmotivational beliefs, such as self-efficacy, intrinsic valuing and test anxiety were collected through aseries of 25 questions of the Motivational Strategies for Learning questionnaire (MSLQ) (Pintrichand DeGroot, 1990). Results show that the average of continuous score for female students in mathis 15.37 and for male students is 13.14. Standard deviation for continuous grades among girls is 3.5and for boys is 4.19. Since the obtained p-value for all the research variables is a number greaterthan 0.05, there is no reason to reject the null hypothesis (H0) and the assumption of normality isconfirmed for all variables. Also, results show that there is no difference between the aggressionreduction pre-test in the test and control groups. But there is a significant difference in theaggression reduction post-test in the test and control groups with the control of aggressionreduction pre-test with F value of 2426.21 at p <0.001. Also, the effect size difference between thetwo groups is 0.97 and that the amount of the difference is extremely high and demonstrates theeffectiveness of the experiment.

Motivational Beliefs, Self-efficacy, Intrinsic valuing, Test anxiety, Math Academic Performance