Comparison of the Effectiveness of Stress Management and Communication Skills Training on Academic Motivation
Keywords:
Education, communication skills, stress management, academic motivationAbstract
This study aimed to examine the impact of communication skills training and stress management on the academic motivation of students at Farhangian University. In this quasi-experimental study, 60 students were selected using purposive sampling and assigned to experimental and control groups. The experimental group received 10 sessions of training, comprising two sessions per week on communication skills and eight sessions on stress management. Data were collected using the standardized Academic Motivation Scale (AMS). Data analysis, conducted through multivariate covariance analysis (MANCOVA) and Bonferroni post hoc tests, revealed that communication skills and stress management training significantly increased the academic motivation of students in the experimental group compared to the control group. Based on the findings of this study, it can be concluded that training in communication skills and stress management can be an effective strategy for enhancing academic motivation among students.
Downloads
References
Deci EL, Ryan RM. The What and Why of Goal Pursuits: Human Needs and the Self-Determination of Behavior.
Psychological Inquiry. 2000;11(4):227-68. doi: 10.1207/S15327965PLI1104_01.
Celcima D, Osmani F, Bardhi EK, Icka EM. The relationship between academic motivation and self-efficacy in
undergraduate students: Kosovo case. Revista De Gestão Social E Ambiental. 2024;18(1):e07755. doi: 10.24857/rgsa.v18n1-
Clark MH, Schroth CA. Examining Relationships Between Academic Motivation and Personality Among College
Students. Journal of Learning and Individual Differences. 2010;20:19-24. doi: 10.1016/j.lindif.2009.10.002.
Pintrich PR, Schunk DH. Motivation in Education: Theory, Research, and Applications. Prentice Hall2002.
Jehanghir M, Ishaq K, Akbar RA. Effect of learners' autonomy on academic motivation and university students' grit.
Education and Information Technologies. 2024;29(4):4159-96. doi: 10.1007/s10639-023-11976-2.
Abdelrahman RM. Metacognitive awareness and academic motivation and their impact on academic achievement of
Ajman University students. Heliyon. 2020;6(9). doi: 10.1016/j.heliyon.2020.e04192.
Sanaei Bajgiran M, Safshekan Motlagh N, editors. The Effect of Communication Skills Training on Academic
Motivation and Academic Adjustment: A Case Study of Female Students in Schools2022; Hamedan: 5th International
Conference on Psychology, Educational Sciences, and Social Studies.
Finch JE, Saavedra A, Obradović J. Academic Motivation and Self-Regulated Classroom Behaviors in Middle
Childhood: Moderation by Parental Education. Journal of Child and Family Studies. 2023:1-15. doi: 10.1007/s10826-023-
-1.
Keerthigha C, Singh S. The Effect of Teaching Style and Academic Motivation on Student Evaluation of Teaching:
Insights From Social Cognition. Frontiers in Psychology. 2023;13. doi: 10.3389/fpsyg.2022.1107375.
Taleb Zadegan M. Investigating Factors Influencing Academic Success of Successful Female Third-Grade Guidance
School Students in Ahvaz. Internal Journal of the Research Council of Khuzestan Province. 2002;3(1):25-31.
Seif AA. Psychology of Learning. Tehran: Agah Publications; 2002. 120-5 p.
Goodwin C, Restall G, Prescott A. The Impact of Social Skills Training on the Social Behavior and Academic
Achievement of Students with Emotional and Behavioral Difficulties. Educational Psychology. 2008;28(4):391-410.
Hashemi Nosratabad B, Mansour V, Shahram B. Effectiveness of Help-Seeking Strategies Training on Academic
Stress, Performance, and Academic Motivation in Students. Learning Strategies in Cognition. 2017;5(8):139-58.
Salehi A, Behzadi F. The Impact of Stress Management Training on Academic Motivation of University Students.
Iranian Journal of Educational Sociology. 2018;1(3):80-93.
Igomigo R, Obosi A, Oyelade O. Influence of self-efficacy, academic motivation, academic stress and anxiety on
memory recall among PG students. 2023. doi: 10.21203/rs.3.rs-3715535/v1.
Kausik NH, Hussain D. The impact of inclusive education on academic motivation, academic self-efficacy, and wellbeing of students with learning disability. Journal of Education. 2023;203(2):251-7. doi: 10.1177/00220574211031957.
Ng AHN, Boey KW. Academic motivation and academic self-concept of students with special education needs in
higher education. 2023.
Abdolrezapour P, Jahanbakhsh Ganjeh S, Ghanbari N. Self-efficacy and resilience as predictors of students' academic
motivation in online education. Plos one. 2023;18(5). doi: 10.1371/journal.pone.0285984.
Biswas S. Impact of Academic Motivation on Academic Achievement. 2023.
Tisocco F, Liporace MF. Structural Relationships Between Procrastination, Academic Motivation, and Academic
Achievement Within University Students: A Self-determination Theory Approach. Innovative Higher Education.
;48(2):351-69. doi: 10.1007/s10755-022-09622-9.
Lupien SJ, McEwen BS, Gunnar MR, Heim C. Effects of Stress Throughout the Lifespan on Human Allostasis.
Physiological Reviews. 2009;89(2):317-48.
Amini M, Khayer N. The Effect of Stress Management Training on Academic Motivation of High School Students.
Journal of School Psychology. 2016;5(2):103-16.
Amini M, Khayer N. The Effectiveness of Stress Management Training on Academic Motivation of High School
Students. Quarterly Journal of Educational Psychology. 2017;13(42):23-42.
Bahrani M. Investigating the Relationship Between Academic Motivation and Study Habits of High School Students
in Shiraz: Behavioral Sciences Institute, Shiraz University; 2000.
Veysani M, Lavasani MG, Ejei J. The Role of Achievement Goals, Academic Motivation, and Learning Strategies on
Statistics Anxiety: Testing a Causal Model. Procedia - Social and Behavioral Sciences. 2012. doi:
1016/j.sbspro.2011.04.020.
Ryan RM, Deci EL. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and
Well-Being. American Psychologist. 2000;55(1):68-78. doi: 10.1037/0003-066X.55.1.68.
Bandura A. Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall; 1977.
Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice
Hall; 1986.
Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard
University Press; 1978.
Johnson DW, Johnson RT. Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning.
Boston: Allyn & Bacon; 1999.
Misra R, McKean M. College Students' Academic Stress and Its Relation to Their Anxiety, Time Management, and
Leisure Satisfaction. American Journal of Health Studies. 2000;16(1):41.
Ruthig JC, Haynes TL, Stupnisky RH, Perry RP. Perceived Academic Control: Mediating the Effects of Optimism
and Social Support on College Students' Psychological Health. Social Psychology of Education. 2009;12(2):233-49. doi:
1007/s11218-008-9079-6.
Robotham D. Stress Among Higher Education Students: Towards a Research Agenda. Higher Education.
;56(6):735-46. doi: 10.1007/s10734-008-9137-1.
Baumeister RF, Leary MR. The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human
Motivation. Psychological Bulletin. 1995;117(3):497-529. doi: 10.1037/0033-2909.117.3.497.
Spiegelhalder K. Sleep and Learning. Nature Reviews Neuroscience. 2003;4(11):943-56.
Lazarus RS, Folkman S. Stress, Appraisal, and Coping. New York: Springer; 1984.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 Journal of Study and Innovation in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
