Making and Normalization of the academic motivation scale for male high school students and the effect of instruction of the study skills on the motivation have been studied. For making of academic motivation scale, 8 theories of motivation in education such as Achievement need, Value-Expectancy, Goal orientation, Competence motivation, Self worth, Self efficacy, Attribution, and Intrinsic-Extrinsic motivation have been used. After complete review on the concepts of different theories, Achievement need, Self efficacy, and Intrinsic motivation have been selected and suitable item that show the behavioral character have been defined. A number of 1122 male high school students in Mashhad city in academic year of 84-85 have been selected. Since the Cronbach coefficient alpha was 0.91 and test – retest was equal to 0.88, the reliability has been proved. Content validity has been confirmed by several expertises in the field of educational psychologist and psychometrics. Criterion validity by considering correlation coefficient of the student mark with the scale of average grade in the past two years was 0.31 and the correlation coefficient of the student mark with the scale of his teacher judgment was 0.56, these results confirmed the criterion validity. Correlation between mark of each question and total mark and correlation of each component indicate the construct validity. Percentile orb also have been studied. To study the effect of instruction of the study skills on the motivation, two groups of students have been selected. Each group consists of 30 students. Pre-test and post-test after instruction has been done. Comparison of average between two groups indicates that instruction of the study skills cause to increase motivation mark of the student base on the fabricated scale.
Keywords: Academic Motivation Scale ـ Normalization - High School Students ـ Study Skills