E Ebrahimi - Department of Psychology, Faculty of Psychology and Social Sciences, Roodehen Branch, Islamic Azad University, Roodehen, Iran
Kh. Abolmaali Alhoseini - Department of Psychology, Faculty of Psychology and Social Sciences, Roodehen Branch, Islamic Azad University, Roodehen, Iran
K Hashemian - Department of Psychology, Faculty of Psychology and Social Sciences, Roodehen Branch, Islamic Azad University, Roodehen, Iran

Aim: The study purpose was to determine the psychometric properties of the motivational structure questionnaire in adolescents. Method: Research method was correlational and the statistical population included all female and male adolescents from second secondary education in Tehran s 22nd district to 177000 people in the 2016-2017 academic year among whom based on Comrey & Lee (2016) suggestion 426 were selected using multi-stage sampling method. In the first stage, three direction, the north, center and south of Tehran map, in the second stage, three regions, 1, 5 and 18 of each direction and in the last stage of each region randomly Shahid Motahari and Somayeh High Schoolsfrom District 1, Shahid Amoyan and Ayin Tarbiat from District 5 and Shahid Mofeghian and Farzanegan from 18 District were selected. The research tool was the Personal Concerns Inventory by Cox & Klinger (2004). After removal of 6 distortion questionnaires and 2 outliers, 418 student data were analyzed using confirmatory factor analysis. Results: The results showed that fitness indices of confirmatory factor analysis, confirmatory factor fitness indicators with the exception of the Chi-squared which was equal to 357.58 in 0.001significant level, support the pattern of two components of adaptive and nonadaptive motivational structures and Cronbach s alpha coefficients for adaptive and non-adaptive motivational structures is respectively 0.73 and 0.77. Conclusion: According to the results, the motivational structure scale has appropriate validity and reliability, and it can be used to measure the motivational structure of students, as well as to prevent and detect cognitive, emotional and behavioral damages in schools.

adolescent, emotional, behavioral, cognitive, factor analysis, motivational structure