Comparison of the Effectiveness of Self-Efficacy Training and Mindfulness on the Academic Motivation of Female High School Students

Abstract

The present study aimed to compare the effectiveness of self-efficacy training and mindfulness training on the academic motivation of female high school students. The research was applied in purpose and employed a quasi-experimental design with a pre-test, post-test, and control group. The statistical population included female high school students in District 13 of Tehran, among whom 60 students were selected using convenience sampling and randomly assigned to two experimental groups (self-efficacy training and mindfulness training) and one control group (20 students in each group). Data were collected using the Harter Academic Motivation Scale (1981) and the Anxiety Subscale by Lovibond and Lovibond (1995). The experimental groups underwent 8 to 9 sessions of 90-minute interventions, while the control group received no training. ANCOVA results revealed that both interventions significantly increased students’ academic motivation (p<0.05). However, mindfulness training demonstrated a greater impact on reducing anxiety, enhancing focus, and improving academic motivation compared to self-efficacy training. These findings highlight the importance of incorporating mindfulness and self-efficacy-based programs into educational systems to enhance academic motivation and reduce psychological stress in students.