Comparison of the Effectiveness of Self-Efficacy Training and Mindfulness Training on the Academic Motivation of Female Secondary School Students
Keywords:
Academic motivation, effectiveness, mindfulness, self-efficacyAbstract
Purpose: The objective of this study was to compare the effectiveness of self-efficacy training and mindfulness training on the academic motivation of female secondary school students.
Methods and Materials: The study employed a quasi-experimental pretest–posttest design with one control group and two experimental groups. The population consisted of female students enrolled in the second level of secondary education in District 13 of Tehran during the 2024 academic year who demonstrated low academic motivation and self-efficacy. Using convenience sampling, 60 students were selected and randomly assigned to a self-efficacy training group, a mindfulness training group, and a control group, with 20 participants in each group. The self-efficacy intervention was implemented in nine 90-minute sessions based on Bandura’s self-efficacy framework, while the mindfulness intervention was delivered in eight 90-minute sessions based on the mindfulness-based cognitive therapy model of Segal, Williams, and Teasdale. Academic motivation was assessed using the Harter Academic Motivation Scale before and after the interventions. Data were analyzed using descriptive statistics and analysis of covariance.
Findings: Analysis of covariance revealed statistically significant differences among the three groups in posttest academic motivation scores after controlling for pretest scores (p < .05). Both self-efficacy and mindfulness training significantly increased intrinsic motivation, extrinsic motivation, and total academic motivation compared with the control group. Moreover, the mindfulness training group demonstrated significantly greater improvements than the self-efficacy group across all motivational dimensions.
Conclusion: The findings indicate that both self-efficacy training and mindfulness training are effective interventions for enhancing academic motivation in female secondary school students, with mindfulness training exerting a stronger and more comprehensive impact.
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Copyright (c) 2025 Zahra Azimi (Author); Mohsen Ahmadi Tahour Soltani; Fateme Khoeini (Author)
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