RESUMEN
Motivational beliefs are a series of personal and social criteria to which people refer in order to perform an action and they include different constructions which are made by different theoretical models such as attribution theory, self-efficiency theory, goal theory and intrinsic motivation theory. The purpose of this study was to examine the effective factors [familial, Individual, academic and environmental] on providing a good model for motivational beliefs of students, Tehran city, capital of Iran. The present research was conducted through survey method and statistical sample comprise 499 high school students including: 282 female [56.6%] and 217 male [43.4%] within the age group of 15-18. These students were selected by proportionate stratified sampling among high school students located in district 1 of Tehran city in 2010. The instruments utilized were Motivated Strategies for Learning Questionnaire [MSLQ], The School Attitude Assessment Survey_Revised [SAAS_R], Rotter's internal-external control scale, Researcher designed questionnaire for assessing academic factors, Researcher designed questionnaire for assessing social values and culture and family socio-economic status questionnaire. The data was analyzed through independent sample tests, pearson correlation test and multiple simultaneous regressions. The results revealed that most significant relation between previous mentioned factors and students' motivational beliefs in order include: environmental factors [r=0.440], individual factors [r=0.426] and academic factors [r=0.248] [P<0.01]. Familial factors do not have significant relationship with students' motivational beliefs [r=-0.002, P>0.05]. The study revealed that there were direct and positive relations between students' motivational beliefs and environmental, individual and academic factors