The Effect of Cognitive-Behavioral Self-Esteem Training on Academic Motivation in Female Students

Abstract

Abstract Objective: The purpose of this study was to investigate the effectiveness of a self-esteem training package with cognitive behavioral approach on academic motivation in female students. Method: The research method was quasi-experimental with pretest_posttest with control group and one-month follow-up. The statistical population of this study was all female secondary school students in boarding schools in Birjand. Participants included thirty students who were selected by available and voluntary sampling. But individuals were randomly assigned to two groups of 15 and randomly assigned to the experimental and control groups. Intervention tool of the self-esteem cognitive behavioral training intervention package that was administered to the experimental group in nine sessions of two two-hour sessions over five weeks was used to measure academic motivation questionnaire. Data were analyzed using covariance analysis method. Results: The results showed that the self-esteem of the experimental group after the intervention was significantly increased compared to the control group and this increase was largely sustained. Therefore, the hypothesis that self-esteem training increases students' academic motivation is confirmed. Conclusion: The results of this study show that if the skills taught in the self-esteem training package are taught by families and schools to children and adolescents with cognitive-behavioral approach, they will enhance self-esteem and academic motivation.