The Game of Revolving Wheel of Academic Motivation and Engagement with the Heart of Students with Low Academic Achievement: Increasing Compatible Cognitions and Behaviors and Reducing Incompatible Ones

According to the literature, low academic motivation and engagement are considered as one of the most important factors of academic underachievement. The aim of this study was to investigate the effect of the multidimensional cognitive–behavioral intervention based on Martin's theory on academic motivation and engagement of students with low academic achievement. In an experimental study using posttest-only design with a control group, 20 seventh grade female students with low academic achievement in Tehran were selected according to the inclusion & exclusion criteria and the clinical interview. Then they were randomly assigned to the experimental group and the control group. During the intervention process, the experimental group received academic motivation and engagement program and the control group received life skills training program for 13 sessions of 60 minutes. After the intervention, both groups responded to Martin's multidimensional Motivation and Engagement Scale−High School (MES-HS; Martin, 2011). The results of the multivariate analysis of variance showed that the implementation of multidimensional intervention caused significant changes in academic motivation and engagement of students with low academic achievement, and these significant changes were observed both at the general level and levels of the components. The results of this study supported the influence of Martin's multidimensional intervention on students' academic motivation and engagement and documented the use of this program by educators and academic advisors in the educational settings.