The Impact of Two Training Programs Based on Self-efficacy and Intrinsic Motivation in the Academic Procrastination and Achievement Motivation

Abstract

This study aims to explore the impact of two training programs based on self-efficacy and intrinsic motivation in the academic procrastination and achievement motivation of 4649 students of Palestine Technical University- Kadoorie, of which 2106 are male and 2543 are female students. The researchers used the Quasi-experimental approach. The study sample consisted of 91 students who were selected using convenience sampling and were distributed among three groups: two experimental groups and one control group. Two training programs were tailored in order to achieve the goals of the study, one in self-efficacy and the other in intrinsic motivation. Each program consisted of twelve training sessions to reduce the level of academic procrastination and to raise achievement motivation.  The results of the study showed that there were statistically significant differences related to the academic procrastination and achievement motivation, these differences appeared in the scores of the first experimental group which received a training program based on self-efficacy and the scores of the control group. The study showed that the effect size of the academic procrastination was 0.71 while the effect size of the achievement motivation was reached 0.52. The study also showed statistically significant variation in the achievement motivation in regard to gender variable in favor of males among the first experimental group and the control group in the post-test. The results of the second experimental group also showed statistically significant differences among the scores of the students who received a training program based on intrinsic motivation and the scores of the control group. The study showed that effect size of the academic procrastination reached 0.55, whereas, the effect of the intrinsic motivation reached 0.41. This experiment also showed statistically significant differences in the achievement motivation according to the gender variable in favor of females among the second experimental group and the control group in the post-test.  The study did not reveal any statistically significant differences in high school average and the academic level among the three study groups. In the light of the findings of the study, the researcher recommends conducting future studies on new samples of students using new variables and recommends tailoring educational programs related to self-efficacy and intrinsic motivation.