اثربخشی آموزش درگیری شناختی بر اشتیاق تحصیلی دانشجویان دختر دانشگاه فرهنگیان

مریم  آذرافروز; غلامرضا منشئی; امیر  قمرانی

Authors

Maryam Azar Afrooz Department of Psychology, Is.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0009-0001-1065-7036
Gholamreza Manshaei Department of Psychology, Is.C., Islamic Azad University, Isfahan, Iran Corresponding author https://orcid.org/0000-0002-8022-0876
Amir Ghamarani Associate Professor, Department of Psychology of Children with Special Needs, University of Isfahan, Isfahan, Iran Author https://orcid.org/0000-0003-4390-0749

Keywords:

Cognitive engagement, academic enthusiasm, higher education, female students, Farhangian University

Abstract

This study aimed to determine the effectiveness of cognitive engagement training on academic enthusiasm among female students at Farhangian University in Kazerun. This quasi-experimental study was conducted using a pretest–posttest control group design with a two-month follow-up. The statistical population included all female students of Farhangian University in Kazerun during the first semester of the 2019–2020 academic year. The Gunuc and Kuzu Academic Enthusiasm Questionnaire was first administered to 250 students. Eligible participants who obtained scores below 175 were identified, and 30 students were randomly assigned to an experimental group and a control group, with 15 participants in each group. The experimental group received cognitive engagement training in eight 90-minute sessions, whereas the control group received no intervention. Data were analyzed using the Shapiro–Wilk test, Levene’s test, Mauchly’s test, repeated-measures analysis of variance, and Bonferroni post hoc comparisons in SPSS version 23. The Shapiro–Wilk and Levene’s test results confirmed the assumptions of normality and homogeneity of variances. Mauchly’s test indicated that the sphericity assumption was violated; therefore, corrected statistics were applied. The repeated-measures ANOVA showed a significant main effect of time on academic enthusiasm (F=701.905, p<0.001, η²=0.944). The interaction effect of time and group was also significant (F=238.59, p<0.001, η²=0.919), indicating that changes in academic enthusiasm differed significantly between the intervention and control groups. The between-subjects analysis showed a significant group effect (F=23.42, p<0.001, η²=0.527). Bonferroni comparisons indicated significant differences between pretest, posttest, and follow-up scores in the experimental group (p<0.001). The effectiveness of cognitive engagement training was approximately 74% at posttest and 70% at follow-up. Cognitive engagement training is an effective intervention for improving academic enthusiasm among female students at Farhangian University. Although its effect slightly decreased at follow-up, the improvement remained significant compared with baseline.

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