the effect of self-efficacy training on academic help-seeking and academic engagement among junior high school students in Zahedan

This quasi-experimental study aimed at examining the effect of self-efficacy training on academic help-seeking and academic engagement among junior high school students in Zahedan in the academic year 2018-2019. Given the number of people considered as the statistical population, a school was selected among all junior high schools in District 2 of Zahedan, using the purposeful sampling method. Out of all the students studying at this school, 30 students who gained low academic help-seeking and engagement scores were selected and divided into two groups, i.e., an experimental group and a control group. To collect data, the Ryan and Pintrich Academic Help-Seeking Questionnaire (1997) and the Fredricks et al. Academic Engagement Scale (2004) were applied as the pretest and completed by both experimental and control groups. Then, 8 self-efficacy training sessions were conducted for the experimental group, and a post-test was performed on both groups after holding all the sessions. Data were analyzed using the analysis of covariance via SPSS ver. 22. The results demonstrated that self-efficacy training had significant effects on academic help-seeking and academic engagement.