Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 0-0 |
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Mazloom H, Mansouri F, Kamali Baniani M R. (2025). The Effect of Cognitive‑Behavioral Motivation on the Level of Practical Engagement of Elementary School Students. IEEPJ. 7(4),
URL: http://ieepj.hormozgan.ac.ir/article-1-1156-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1156-en.html
1- M.A. in Educational Sciences, Islamic Azad University, Electronic Branch, Tehran, Iran
2- Assistant Professor, Faculty Member, Islamic Azad University, Electronic Branch, Tehran, Iran ,mansourif@iau.ac.ir
3- Assistant Professor, Faculty Member, Islamic Azad University, Electronic Branch, Tehran, Iran
2- Assistant Professor, Faculty Member, Islamic Azad University, Electronic Branch, Tehran, Iran ,
3- Assistant Professor, Faculty Member, Islamic Azad University, Electronic Branch, Tehran, Iran
Abstract: (249 Views)
Objective: The present study aimed to investigate the effect of cognitive-behavioral motivation on the level of practical engagement among elementary school students in Zehak County during the 2024 academic year.
Methods: The statistical population consisted of all 2,600 male and female students in this educational level in Zehak County (Sistan and Baluchestan). Using Cochran’s formula, a sample size of 240 students was determined and selected through convenience sampling from two schools, with an age range of 7 to 13 years. After screening, 225 final questionnaires were analyzed. The data collection instrument was the standardized Cognitive‑Behavioral Motivation and Practical Engagement Questionnaire, consisting of 19 items. The face and content validity of the instrument were confirmed by experts in education and psychology, and the reliability of both questionnaires in the pilot study was assessed at an acceptable level (Cronbach’s alpha = 0.82). Data were analyzed using SPSS and AMOS software and structural equation modeling.
Results: The results indicated that adaptive cognitive motivation and adaptive behavioral motivation had a positive and significant effect on students’ practical engagement, whereas maladaptive cognitive‑behavioral motivation had a negative and significant effect.
Conclusions: These findings highlight the importance of strengthening adaptive motivational components and designing appropriate educational programs to reduce maladaptive elements.
Methods: The statistical population consisted of all 2,600 male and female students in this educational level in Zehak County (Sistan and Baluchestan). Using Cochran’s formula, a sample size of 240 students was determined and selected through convenience sampling from two schools, with an age range of 7 to 13 years. After screening, 225 final questionnaires were analyzed. The data collection instrument was the standardized Cognitive‑Behavioral Motivation and Practical Engagement Questionnaire, consisting of 19 items. The face and content validity of the instrument were confirmed by experts in education and psychology, and the reliability of both questionnaires in the pilot study was assessed at an acceptable level (Cronbach’s alpha = 0.82). Data were analyzed using SPSS and AMOS software and structural equation modeling.
Results: The results indicated that adaptive cognitive motivation and adaptive behavioral motivation had a positive and significant effect on students’ practical engagement, whereas maladaptive cognitive‑behavioral motivation had a negative and significant effect.
Conclusions: These findings highlight the importance of strengthening adaptive motivational components and designing appropriate educational programs to reduce maladaptive elements.
Keywords: Cognitive‑Behavioral Motivation, Practical Engagement, Elementary Students, Adaptive Behavior, Maladaptive Behavior
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/02/12 | Accepted: 2025/07/24 | Published: 2025/12/1
Received: 2025/02/12 | Accepted: 2025/07/24 | Published: 2025/12/1
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