Minimum Fit Function Value = 1.39
Population Discrepancy Function Value (F0) = 1.24
90 Percent Confidence Interval for F0 = (0.98 ; 1.54)
Root Mean Square Error of Approximation (RMSEA) = 0.24
90 Percent Confidence Interval for RMSEA = (0.22 ; 0.27)
P-Value for Test of Close Fit (RMSEA < 0.05) = 0.00

Expected Cross-Validation Index (ECVI) = 1.73
90 Percent Confidence Interval for ECVI = (1.47 ; 2.03)
ECVI for Saturated Model = 0.60
ECVI for Independence Model = 8.85

Chi-Square for Independence Model with 45 Degrees of Freedom = 1591.30
Independence AIC = 1611.30
Model AIC = 314.70
Saturated AIC = 110.00
Independence CAIC = 1653.50
Model CAIC = 458.19
Saturated CAIC = 342.12
Normed Fit Index (NFI) = 0.84
Non-Normed Fit Index (NNFI) = 0.68
Parsimony Normed Fit Index (PNFI) = 0.39
Comparative Fit Index (CFI) = 0.85
Incremental Fit Index (IFI) = 0.85
Relative Fit Index (RFI) = 0.66
Critical N (CN) = 29.06

Root Mean Square Residual (RMR) = 7.11
Standardized RMR = 0.13
Goodness of Fit Index (GFI) = 0.79
Adjusted Goodness of Fit Index (AGFI) = 0.45
Parsimony Goodness of Fit Index (PGFI) = 0.30
Abstract
The present study aims to formulate and test a motivationl model of rural student’s intentions to persist in, versus drop out of, high school by using self – determination theory on the high school first grade male students in Eghilid.
To this end, a sample of 192 students were selected and the motivational variables showing student’s intentions to persist in, versus drop out of, were studied, simple random sampling was used in this study as the sampling procedure. In order to measure the variables, six latent variables were employed: perceived teacher autonomy support, perceived valu of schooling, self – determind motivation, school performance, perceived competence, and intentions to pevsistin.
The statistical procedures employed consisted of structural equation analysis using LISREL softwrare and multiple regression for the purpose of analyzing datapath.
The analysis of questionnaire datapath repealed that teacher autonomy support an perceived value of schooling in classroom can indirectly lead the students to persist in through a link with school performance and perceived competence.
Key words: self – determination theory , Motivational model
Murphy ↑

Alexander ↑
Pintrich ↑
Self-Determination Theory ↑
engagement ↑
need for autonomy ↑
deCharms ↑
need for relatedness ↑
Baumeister ↑
Leary ↑
need for competence ↑
Edmunds ↑
Ntonmanis ↑