Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 1-17 |
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Pegah N, Hajializadeh K, Samavi A, Amirfakhraee A. (2025). Comparing the Effectiveness of Self-Regulation Training, Academic Help-Seeking Training and Problem-Solving Training on Academic Motivation. IEEPJ. 7(4), 1-17.
URL: http://ieepj.hormozgan.ac.ir/article-1-1051-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1051-en.html
1- PhD Student, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,hajializadehk@iau.ac.ir
3- Professor, Department of Education, University of Hormozgan, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,
3- Professor, Department of Education, University of Hormozgan, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Abstract: (936 Views)
Objective: The present study aimed to compare the effectiveness of self‑regulation training, academic help‑seeking training, and problem‑solving training on the academic motivation of male junior high school students in Bandar Abbas.
Methods: This applied study employed a quasi‑experimental design with a pretest–posttest control group. The statistical population consisted of all male junior high school students enrolled in schools in Bandar Abbas during the 2023–2024 academic year. Using available sampling, 60 students were selected and randomly assigned to three experimental groups (self‑regulation training, academic help‑seeking training, and problem‑solving training) and one control group (15 students per group). Academic motivation was measured using Harter’s Academic Motivation Scale (1980). The experimental groups received 12 training sessions over one month based on standard intervention protocols, while the control group received no intervention. Data were analyzed using SPSS version 27, employing multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc tests.
Results: The results of MANCOVA indicated a significant difference among the groups in posttest academic motivation scores (P < 0.05). Bonferroni post hoc comparisons showed that self‑regulation training and problem‑solving training significantly increased students’ academic motivation compared to the control group. In contrast, academic help‑seeking training did not produce a significant improvement in academic motivation. Additionally, no significant difference was found between the effects of self‑regulation training and problem‑solving training on academic motivation.
Conclusions: The findings suggest that self‑regulation and problem‑solving training are effective interventions for enhancing academic motivation among male junior high school students, whereas academic help‑seeking training alone may be insufficient. Educational planners and school counselors are encouraged to incorporate self‑regulation and problem‑solving skills training into school‑based intervention programs to improve students’ academic motivation.
Methods: This applied study employed a quasi‑experimental design with a pretest–posttest control group. The statistical population consisted of all male junior high school students enrolled in schools in Bandar Abbas during the 2023–2024 academic year. Using available sampling, 60 students were selected and randomly assigned to three experimental groups (self‑regulation training, academic help‑seeking training, and problem‑solving training) and one control group (15 students per group). Academic motivation was measured using Harter’s Academic Motivation Scale (1980). The experimental groups received 12 training sessions over one month based on standard intervention protocols, while the control group received no intervention. Data were analyzed using SPSS version 27, employing multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc tests.
Results: The results of MANCOVA indicated a significant difference among the groups in posttest academic motivation scores (P < 0.05). Bonferroni post hoc comparisons showed that self‑regulation training and problem‑solving training significantly increased students’ academic motivation compared to the control group. In contrast, academic help‑seeking training did not produce a significant improvement in academic motivation. Additionally, no significant difference was found between the effects of self‑regulation training and problem‑solving training on academic motivation.
Conclusions: The findings suggest that self‑regulation and problem‑solving training are effective interventions for enhancing academic motivation among male junior high school students, whereas academic help‑seeking training alone may be insufficient. Educational planners and school counselors are encouraged to incorporate self‑regulation and problem‑solving skills training into school‑based intervention programs to improve students’ academic motivation.
Keywords: Self-regulation training, Help-seeking training, Problem-solving training, Academic motivation, High school students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/02/19 | Accepted: 2025/07/16 | Published: 2025/12/1
Received: 2025/02/19 | Accepted: 2025/07/16 | Published: 2025/12/1
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