| The current research aimed to identify the mastery motivation among university students, the statistically significant differences in the mastery motivation among university students according to the gender and specialization variables. 2021-2022). The research community reached (23,193) male and female students. The researcher randomly selected a sample of (300) male and female students from the Anbar University student community, distributed according to gender and specialization, to (150) male and (150) female students. On the preparation of the mastery motivation scale according to the definition of Morgan Harmon's theory (Morgan Harmon, 1990). The mastery motivation scale in its initial form consists of (55) items and varied between positive and negative items, and the researcher has developed five alternatives to the degree of approval, respectively, for the positive items for grades (5, 4, 3, 2, 1) The scores (1, 2, 3, 4, 5) for the negative items, and after processing the data statistically using the t-test for one sample, the t-test for two independent samples and the Pearson correlation coefficient, as well as the discrimination of the items by the method of the two extreme samples, and the relationship between The paragraph with the total score for each scale, and its relationship to the dimension to which it belongs, and verified the stability of the two scales by re-testing and using the alpha-Cronbach equation, using the appropriate statistical means, the research reached the following results: The gender variable (males, females) in mastery motivation in favor of males, there is no statistically significant difference |
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