Comparison of the Effectiveness of Self-Efficacy Training and Mindfulness Training on Academic Motivation and Anxiety of Students
Keywords:
Self-efficacy training, mindfulness training, academic motivation, anxiety, female secondary school studentsAbstract
Objective: The present study was conducted with the aim of comparing the effectiveness of self-efficacy training and mindfulness training on students’ academic motivation and anxiety.
Methods and Materials: The research method was applied in nature and employed a quasi-experimental design with a pretest–posttest format including one control group and two experimental groups. The statistical population consisted of female students in the second level of secondary education in District 13 of Tehran during the 2024–2025 academic year. The sample included 60 students who were selected through convenience sampling and randomly assigned to three groups of 20 participants (two experimental groups and one control group). For data collection, the Harter Academic Motivation Questionnaire (AMQ, 2002) and the Depression, Anxiety, and Stress Scale—21 items (DASS-21; Lovibond & Lovibond, 1995) were used. The intervention programs included self-efficacy training based on Bandura’s theory (Bandura, 1997) and adolescent-centered mindfulness training developed by Bordiak (2014). The research data were analyzed using multivariate analysis of covariance (MANCOVA).
Findings: The findings indicated that both self-efficacy and mindfulness interventions had a positive and statistically significant effect on increasing academic motivation (particularly intrinsic motivation) and reducing anxiety in the experimental groups (p < .001). Bonferroni post hoc test results revealed that at the posttest stage, for the academic motivation variable, the control group scores differed significantly from both the self-efficacy and mindfulness groups (p < .001), whereas no significant difference was observed between the two experimental groups (p > .05). Similarly, for the anxiety variable, the control group scores showed a significant difference from those of both the self-efficacy and mindfulness groups (p < .001), while no statistically significant difference was found between the two experimental groups (p > .05).
Conclusion: It can therefore be concluded that both approaches, by enhancing cognitive and psychological skills, help students improve their academic performance and mental health through better concentration, non-judgmental acceptance of thoughts, and increased self-confidence.
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References
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