1- Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil,
2- Islamic Azad University, Ardabil, Iran
3- Ardabil University of Medical Sciences, Ardabil, Iran
2- Islamic Azad University, Ardabil, Iran
3- Ardabil University of Medical Sciences, Ardabil, Iran
Abstract: (13 Views)
Background and Objective: Academic performance is considered as an indicator for evaluating the success of the education system. One of the influential variables in academic performance is academic engagement. Considering the etiology of low academic performance in students, this area 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 the effects of this intervention on the psychological, academic, and functional dimensions of children and its 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 education on the academic engagement of ninth-grade female students with low academic performance.
Methods: This study was a quasi-experimental study with a pre-test-post-test design with an experimental group and a control group. The statistical population included ninth-grade female students in Ardabil city with low academic performance in the academic year 1403-1404, from whom 30 eligible volunteers were selected through convenience sampling and after meeting the inclusion criteria, were placed in two experimental and control groups of 15 people. The instrument used in this study was the Reeve Academic Engagement Scale (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 analysis of covariance in SPSS27 software. The significance level in statistical tests was considered to be 0.05.
Results: The results showed that the effect of self-determination training on increasing academic engagement in the experimental group was significant after removing the pre-test effect (P=0.006). 24.4 percent of the changes in academic engagement in the post-test phase were explained by receiving self-determination training.
Conclusion: Overall, the results of this study showed that self-determination education was effective in improving academic engagement in students with low academic performance. In general, a major part of the problems of students with low academic performance that leads to a decline in their performance is low academic engagement. These children's academic performance decreases because they cannot be seriously involved in academic matters. Therefore, the self-determination education program is effective with its emphasis on satisfying basic psychological needs. Accordingly, it is suggested that educators, psychologists, and specialists, along with other educational methods, use this educational program as a supplementary education to improve the academic engagement of students with low academic performance. However, despite these valuable results, the present study also had limitations. Using a self-report scale, conducting the study only on female students with low academic performance in Ardabil due to limited access, and also the lack
Methods: This study was a quasi-experimental study with a pre-test-post-test design with an experimental group and a control group. The statistical population included ninth-grade female students in Ardabil city with low academic performance in the academic year 1403-1404, from whom 30 eligible volunteers were selected through convenience sampling and after meeting the inclusion criteria, were placed in two experimental and control groups of 15 people. The instrument used in this study was the Reeve Academic Engagement Scale (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 analysis of covariance in SPSS27 software. The significance level in statistical tests was considered to be 0.05.
Results: The results showed that the effect of self-determination training on increasing academic engagement in the experimental group was significant after removing the pre-test effect (P=0.006). 24.4 percent of the changes in academic engagement in the post-test phase were explained by receiving self-determination training.
Conclusion: Overall, the results of this study showed that self-determination education was effective in improving academic engagement in students with low academic performance. In general, a major part of the problems of students with low academic performance that leads to a decline in their performance is low academic engagement. These children's academic performance decreases because they cannot be seriously involved in academic matters. Therefore, the self-determination education program is effective with its emphasis on satisfying basic psychological needs. Accordingly, it is suggested that educators, psychologists, and specialists, along with other educational methods, use this educational program as a supplementary education to improve the academic engagement of students with low academic performance. However, despite these valuable results, the present study also had limitations. Using a self-report scale, conducting the study only on female students with low academic performance in Ardabil due to limited access, and also the lack
Type of Study: Original Research Article |
Subject:
Psychology
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