Introduction: One of main challenges for people involved in war is post-traumatic stress disorder, associated with unpredictable or destructive and long-term consequences for the injured person, his family and the community.  Post-traumatic stress disorder has been recognized as a stressful topic in the veteranschr('39') family; thus, it can affect childrenchr('39')s academic motivation.
Objective: The present study examined the relationship between secondary post-traumatic stress disorder and academic motivation in veteranschr('39') children.
Material and Methods: This descriptive correlational study was performed on 150 children of veterans with secondary post-traumatic stress disorder in Mazandaran in 2018 with a simple random sampling. Data were collected using a Demographics Questionnaire, Post-traumatic Stress Disorder (STSS) and academic motivation scale. Data were analyzed using descriptive (Table, M ean and standard deviation (SD)) and inferential (t-pair, independent t and ANCOVA) statistical tests at the significance level of P<0.01. The material used for these analyses was SPSS 16.
Results: The mean and standard deviation of post-traumatic stress and academic motivation in veteranschr('39') children were 43.97± 13.9 and 92.03±26.7, respectively. Further, there was no significant relationship between post-traumatic stress disorder and academic achievement motivation (P= 0.15).
Discussion and Conclusion: According to the results, post-traumatic stress disorder did not have a significant effect on the educational motivation of veteranschr('39') children. Therefore, it is recommended to teach ways to increase the motivation of academic achievement to deal with secondary post-traumatic stress disorder.