Comparison of the Effectiveness of an Educational Package on Academic Meaningfulness with Academic Vitality Training on the Academic Motivation of Students at the University of Isfahan

Subject Areas : Journal of Educational Psychology

Ruhollah Fattahi ¹ , ali mehdad ² , asghar aghayi ³

1 -
2 - Faculty of Education - Isfahan Azad University
3 - Professor, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)Corresponding Author). Email: [e-mail]

Received: 2025-03-21 Accepted : 2025-06-04 Published : 2025-09-22

Keywords: Academic Meaningfulness, Academic Vitality, Academic Motivation, Students,

Abstract :

This study aimed to compare the effectiveness of an educational package on academic meaningfulness with academic vitality training on the academic motivation of students at the University of Isfahan during the academic year 2022-2023. The research method was quasi-experimental, conducted in three stages: pre-test, post-test, and follow-up. In this study, 45 students from the University of Isfahan were selected through convenience sampling based on inclusion criteria and randomly assigned to two experimental groups and one control group (15 participants in each group). The academic meaningfulness training group underwent 11 sessions of 90 minutes each, while the academic vitality training group received 12 sessions of 70 minutes each. The control group did not receive any intervention. All three groups were assessed before, after, and three months following the intervention using Harter's Academic Motivation Questionnaire (1980). Data were analyzed using repeated measures ANOVA, and the results indicated that the mean scores of academic motivation increased in both the academic meaningfulness and academic vitality groups during the post-test and follow-up stages, while the control group did not experience significant changes. Statistical analyses revealed no significant differences in mean scores among the three groups, but significant temporal improvements were observed in the post-test and follow-up stages. Specifically, extrinsic academic motivation and the total academic motivation score were significant over time (p < 0.05). These findings align with previous research and suggest that educational interventions can indirectly influence academic motivation over time. This study proposes that designing targeted and long-term educational interventions can contribute to enhancing students' academic motivation.

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