The impact of the group training of cognitive-behavioral techniqueson the enhancement of shahed junior high school student's intrinsic motivation

Decline of intrinsic motivation is one of the prevalent challenges in education and this growing reduction is causing a serious decline in students’ academic performance. The purpose of the present study is to increase intrinsic motivation based on the effectiveness of cognitive-behavioral training.
This is an experimental study with pretestposttest and a control group. The population consisted of the female Shahed high school students in Kordkuy, Iran. The sample included 42 students whose intrinsic motivation was lower than their extrinsic motivation. These students were randomly put into the experimental group (n = 22) and control group (n = 20). The experimental group received 8 90-minute sessions of training. The subjects’ motivation was measured using the Academic Motivation Scale and the obtained data were analyzed using multivariate analysis of variance (MANOVA).
The effectiveness of cognitive-behavioral training on increasing intrinsic motivation was 66% and there was a significant difference between the average intrinsic motivation scores of the experimental group in the pre-test and post-test.
Cognitive-behavioral training improved the intrinsic motivation by amending students thinking and teaching them the correct academic skills.