Abstract
The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic motivation and academic engagement in female high school students of Isfahan city, Iran. The statistical population of this study consisted of all female high school students of Isfahan city, Iran. Subjects were selected by multistep random cluster sampling. The successful intelligence training program was performed on the experimental group. Research instruments included Academic Engagement Questionnaire Archambault et al. (2009) and Academic Motivation Scale Vallerand et al. (1990). The variance analysis with repeated measures was used for data analysis. The results showed a significant difference between academic engagement scores of experimental and control group, in post-test and follow-up stages. This means that successful intelligence training was effective in increasing the academic motivation and academic engagement of female students. The results also indicated that the effect of training had been permanent in a long-term period. Therefore, according to the results, it would be possible to use successful intelligence training program in schools, besides other programs, in order to promote the academic motivation and engagement of students.
Highlights
According to Sternberg & Grigorenko (2007) refers to role of culture as a significant factor in human intelligence and many studies demonstrates effectiveness of successful intelligence training program, the purpose of this study is investigating the effectiveness of successful intelligence training program on academic motivation and academic engagement of female high school students in Iran, Isfahan city
The statistical population of this study consisted of all female high school students of Isfahan city, Iran
Hypothesis 1: Successful intelligence training program is effective on increasing academic motivation of female high school students
Summary
1.1 Academic MotivationAcademic motivation constituent, in educational environments, refers to behaviors related to learning and improvement (Pintrich, 2004). Deci and Ryan (2002), define academic motivation as tendency of the learner to be involved in learning process and continuous effort to finish it. Gottfried (1990), Burnett and Miller (1990), Pintrich and De Groot (1990), Deci et al (1991), Vallerand and Bissonnette (1992), Deci and Ryan (2000), Marsh and Hau (2004), Cokley and Patel (2007), Areepattamannil and Freeman (2008), have all mentioned the strong relationship between academic motivation and achievement. According to Linnenbrink and Pintrich (2003), academic engagement consists of three dimensions of cognitive, motivational and behavioral: www.ccsenet.org/ijps
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