Document Type : Research
Authors
1 Ph.D. in Educational Psychology, Shahid Beheshti University, Tehran, Iran.
2 Assistant Professor, Department of Educational Psychology, Shahid Beheshti University, Tehran, Iran
3 Associate Professor, Department of Educational Psychology, Shahid Beheshti University, Tehran, Iran.
4 Assistant Professor of Psychology Faculty member of Shahid Beheshti University
Abstract
The aim of this research was to develop a comprehensive motivational design program for students. Employing a mixed-method approach using an explanatory sequential design, we integrated the six-step process of intervention mapping, theories on motivation, volition, and performance (Keller's, 2018), along with commonly utilized components in motivational interventions. As a result, a "motivational design" training package was formulated for students. This finalized educational program was implemented across ten virtual sessions, each lasting two hours, in a virtual way for the experimental groups. The program's effectiveness was assessed through a quasi-experimental study employing pre-test and post-test design and control group. Based on the results obtained from the qualitative part of the research, the components of enriching attention skills, perceived communication, competence and perceived academic self-confidence, satisfaction and self-regulation processes, problem solving and time management were the basis for shaping the content of the comprehensive program of motivational design. Moreover, quantitative outcomes from a simple mixed variance analysis indicated that the motivational design program effectively enhanced facilitative behaviors conducive to a health- Oriented academic lifestyle, mitigated behaviors hindering such a lifestyle, and bolstered academic coping strategies. In conclusion, this study underscores that the motivational design program through strengthening concentration, attention and interest, improving positive thinking strategies, adaptive emotion management strategies, correcting goal orientations and ineffective attributions and enriching cognitive and metacognitive skills of self-regulation, was effective in improving learners' motivational profiles
Keywords
- ARCS Model
- Motivational Design Program
- Health-Oriented Academic Lifestyle
- Academic Coping Behaviors
- Intervention Mapping
Main Subjects
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