The Effectiveness of Academic Motivational Strategies Training on Educational Injuries and Academic Success in Secondary School Students

The purpose of this study was to investigate the impact of teaching academic motivational strategies on the students’ academic injuries and academic success. This was an experimental study with pre-test, post-test and control group design. The study population encompassed all secondary school students in district 6 of Mashhad city. The sample consisted of 40 students who were selected through purposeful sampling and were randomly assigned to the experimental (n=20) and control (n=20) groups. The experimental group received motivational strategies in 8 sessions of 90 minutes. Participants in both groups completed Abedi’s (2005) Academic Injuries Checklist and Salehi’s (2014) Academic Success Questionnaire. Data were analyzed by conducting multivariate analysis of covariance in SPSS-16 software. The results showed that academic motivational strategies training was effective in reducing academic injuries and improving academic success. Moreover, teaching motivational strategies had a significant effect on the sub-components of problems in selection and decision making, academic readiness problems, academic motivation problems, academic habits problems, academic planning problems, as well as problems related to the academic environment and atmosphere, and those pertaining to exams. The findings suggest that teaching academic motivational strategies is effective in reducing academic harm and in increasing students' academic success.