The Relationship between Iranian EFL Teachers- students’ Progressive Motivation and Their Social Status

Progressive Motivation is an overall tendency to evaluate their performance according to the highest standards, striving for success in performance and enjoyment of pleasure associated with successful performance. On the other hand, social factors such as: age, gender, social class, and ethnic identity influence second language acquisition and lead to different levels of L2 proficiency. Social class takes accounts of income, level of education, place of residence, and occupation. This article aimed at investigating the relationship between progressive motivation of the Iranian EFL teacher-students and their social status. To do so, 93 teacher-students who were majoring English for the first term in Shahid Bahonar University of Arak, Iran were selected. In order to measure the level of students' Acheivement motivation, the Attitude Conscientiousness Motivation Test (ACMT) and for obtaining students’ demographic information of their social Status, a back ground questionnaire were used. Both descriptive and inferential statistics including non-parametric Wilcoxon and Kruskalwallis tests were run to analyze any meaningful relationship between students' progressive motivation and their social status. The results of the study indicated that there is a significant relationship between teacher-students’ progressive motivation and their social classes. Results revealed that with different social status progressive motivation differs. Moderate level in society are motivated more, with high mean score of 27.41 and the high social level got the least amount of mean score. So the study revealed that there is a relationship between the social status of students and their progressive motivation.

کلیدواژه ها:

Motivation ، Progressive Motivation ، Affective Factors ، Social Status