The Impact of Help-Seeking Training and Self-Compassion Training on Academic Achievement Motivation

Abstract

Objective: The present study aimed to investigate the impact of help-seeking training and self-compassion training on the academic achievement motivation of high school girls.

Methods and Materials: This research is a quasi-experimental study conducted in 2022. To examine this study, educational packages of help-seeking strategies based on the Nelson-Le Gall (1981) model and self-compassion training based on the Neff (2013) model were used, along with the Hermans Achievement Motivation Questionnaire (1970). The study population consisted of female high school students in the city of Sabzevar. A total of 45 subjects were randomly selected and divided into three groups of 15 (two experimental groups and one control group). Initially, the research instruments were administered as a pre-test to both groups. The first experimental group received 10 sessions of help-seeking training, and the second experimental group received 10 sessions of self-compassion training, while the control group did not receive any educational intervention. After the end of the 10 training sessions, the research instruments were administered again as a post-test. Data were analyzed using both descriptive and inferential statistics, including the analysis of variance statistical method.

Findings: The results of this study showed that there is a significant difference between the impact of help-seeking training and self-compassion training on academic achievement motivation.

Conclusion: Thus, it can be concluded that help-seeking training and self-compassion training can be effectively used in academic and educational settings.