Dynamic Mindset or Self-Motivation? Comparing the Effectiveness of Strategies to Enhance Academic Self-Efficacy in Female Students
Keywords:
Growth Mindset, Self-motivation, Academic Self-Efficacy, Intrinsic Motivation, Female StudentsAbstract
The present study aimed to compare the effectiveness of growth mindset training and self-motivation training on academic self-efficacy among female high school students. This study employed a quasi-experimental design with pretest, posttest, and a three-month follow-up including a control group. The statistical population consisted of female high school students in District 1 of Tehran during the 2023–2024 academic year. From 130 volunteers, 60 students were selected through convenience sampling and randomly assigned to three groups (two experimental groups and one control group; 20 participants per group). After attrition, data from 56 students were analyzed. The first experimental group received self-motivation training in 10 sessions (70 minutes each), and the second experimental group received growth mindset training in 10 sessions (60–90 minutes each), while the control group received no intervention. Academic self-efficacy was measured using the Morgan and Jinks (1999) Academic Self-Efficacy Questionnaire. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc tests in SPSS version 26. Mixed ANOVA results revealed significant main effects of time and group, as well as a significant interaction effect of time × group on academic self-efficacy (p < 0.001). Both interventions significantly increased academic self-efficacy at posttest and follow-up compared to pretest, whereas no significant change was observed in the control group. Bonferroni post hoc comparisons further indicated that self-motivation training was significantly more effective than growth mindset training in enhancing academic self-efficacy (p < 0.05). The findings indicate that both growth mindset and self-motivation interventions effectively strengthen students’ beliefs in their academic abilities; however, self-motivation training, with its emphasis on intrinsic motivation, personal goal-setting, and self-regulated learning, demonstrates greater effectiveness in improving academic self-efficacy among female students.
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