The effect of self-esteem education with cognitive-behavioral approach on academic motivation in female students

Document Type: Original Article

Authors

1 Master Student, Psychology, Faculty of Education and Psychology, University of Birjand, Birjand, Iran.

2 Assistant Professor, Faculty of Education and Psychology, University of Birjand, Birjand, Iran.

3 Associate Professor, Faculty of Education and Psychology, University of Birjand, Birjand, Iran.

10.22034/ijsc.2020.204287.1020

Abstract

Past research has shown the relationship between self-esteem and academic motivation. The purpose of this study was to investigate the effectiveness of an educational package to strengthen self-esteem with a cognitive-behavioral approach to the academic motivation of female students. The research method is quasi-experimental with pretest-posttest, control group and follow-up. The sample consisted of 30 female secondary school students who were selected by voluntary and voluntary sampling method and randomly divided into two experimental and control groups. The intervention package of educational package reinforcing self-esteem with a cognitive-behavioral approach (Lim, Salsman and Nathan, 2005) was conducted in 9 sessions of 2 hours in 5 weeks for the experimental group. The Hartree Inventory Questionnaire was used to measure academic motivation. Analysis of data using the covariance analysis showed that the self-esteem of the experimental group after the intervention was significantly increased compared with the control group and this increase was largely maintained. These results suggest that self-esteem training can be used as a tool to increase academic motivation.

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