Determining the Effectiveness of Self-Determination Training on Academic Engagement of Ninth-Grade Female Students With Low Academic Performance

Abishzadeh Gharatapeh , Arezoo; Ghaffari Nouran , Ozra; Molaei , Behnam

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Abishzadeh Gharatapeh A, Ghaffari Nouran O, Molaei B. Determining the Effectiveness of Self-Determination Training on Academic Engagement of Ninth-Grade Female Students With Low Academic Performance. MEJDS 2025; 15 (0) :100-100
URL: http://jdisabilstud.org/article-1-3686-en.html

Determining the Effectiveness of Self-Determination Training on Academic Engagement of Ninth-Grade Female Students With Low Academic Performance

Arezoo Abishzadeh Gharatapeh¹

, Ozra Ghaffari Nouran ^*¹

, Behnam Molaei²

1- Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran
2- Department of Psychiatry, Ard.C., University of Medical Sciences, Ardabil, Iran

Abstract: (373 Views)

Abstract
Background & Objectives: Students' academic performance is a fundamental factor in society, as it is a key criterion for measuring a country's success in education. One influential variable in academic performance is academic engagement. Investigating the etiology of low academic performance in students has shortcomings. Research shows that interventions in this area require attention to basic psychological needs, such as self–determination interventions in the form of education. Various interventions conducted in this area have claimed effectiveness. Considering the results of studies conducted and the increasing use of self–determination intervention and its effects on the psychological, academic, and functional dimensions of children and their consequences, the results of this study can provide an appropriate therapeutic and educational framework for improving academic engagement in students with low academic performance and help pave the way for further research in this field. Given the existing research gap, the present study aimed to determine the effectiveness of self–determination training on the academic engagement of low–performing ninth–grade female students.
Methods: This quasi–experimental study employed a pretest–posttest design with a control group. The statistical population comprised ninth–grade female students in Ardabil City, Iran, with low academic performance during the 2024–2025 academic year. From whom, 30 eligible volunteers were selected through convenience sampling and, after meeting the inclusion criteria, were placed in an experimental and a control group of 15 people each. In addition, the two groups were homogeneous with respect to gender (female subjects), educational level (subjects were in the ninth grade), parental education, family socioeconomic status, and absence of other psychological, behavioral, or emotional disorders (based on health records). The criteria for the subjects to enter the study were female gender, ninth–grade education, residence in Ardabil City, interest in cooperating in the research, absence of any physical or mental illness, absence of stuttering or learning disorders (based on information included in the students' health records), and overall GPA (Grade Point Average) between 10 and 15. The criteria for subjects to leave the study were failure to cooperate, receiving a similar intervention simultaneously, and missing more than 3 training sessions. The ethical considerations of the present study were as follows: all participants received information about the study orally and could participate if they wished; subjects were assured that all their information would remain confidential and would not be recorded to respect their privacy. The instrument used in this study was the Academic Engagement Scale (Reeve, 2013). The self–determination training program based on the theory of Deci and Ryan (2012) was implemented in 10 two–hour sessions only for the experimental group. Data analysis was performed using SPSS software version 27 at two levels: descriptive (mean and standard deviation) and inferential (univariate analysis of covariance). The significance level of statistical tests was 0.05.
Results: The effect of self–determination training on the experimental group's academic engagement was significant after controlling for the pretest (p=0.006). The effect size showed that 24.4% of the changes in academic engagement at the posttest were explained by receiving training.
Conclusion: The findings indicate that self–determination training is effective in improving academic engagement among students with low academic performance. Accordingly, it is suggested that educators, psychologists, and specialists, along with other educational methods, use this program as a supplementary educational resource to improve students' academic engagement and academic performance.

Keywords: Academic performance, Academic engagement, Self–determination training

Full-Text [PDF 263 kb] (179 Downloads)

Type of Study: Original Research Article | Subject: Psychology

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