Comparison of the Effectiveness of Motivational Interviewing and Mindset Interventions on Academic Motivation among Female Secondary School Students

Nasrin Sadat   Seyed Maragheh; Khadijeh Abolmaali Alhosseini; Mohammad  Azad Abdollahpour; Aboutaleb  Saadati Shamir

Authors

Nasrin Sadat Seyed Maragheh PhD Candidate, Department of Psychology, Ki.C., Islamic Azad University, Kish, Iran Author https://orcid.org/0000-0002-5052-1491
Khadijeh Abolmaali Alhosseini Professor, Department of Psychology, T.N.C., Islamic Azad University, Tehran, Iran Corresponding Author https://orcid.org/0000-0002-9714-1816
Mohammad Azad Abdollahpour Assistant Professor, Department of Educational Psychology, Mah.C., Islamic Azad University, Mahabad, Iran Author https://orcid.org/0000-0003-0116-7649
Aboutaleb Saadati Shamir Assistant Professor, Department of Educational Psychology and Personality, S.R.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-0403-9503

Keywords:

academic motivation, mindset, motivational interviewing

Abstract

The present study aimed to compare the effectiveness of motivational interviewing and mindset interventions on academic self-efficacy among female secondary school students. This study employed a quasi-experimental method with a pretest–posttest design, a two-month follow-up, and a control group. The statistical population consisted of female ninth-grade students attending lower secondary schools in District 5 of Tehran during the 2024–2025 academic year. In the present study, 58 female students were randomly assigned to three groups: motivational interviewing (n = 19), mindset intervention (n = 19), and control (n = 20). The results indicated that the difference between the effects of the motivational interviewing and mindset interventions on the intrinsic motivation factor was statistically significant (p = .027), such that the mindset intervention produced a greater increase in intrinsic academic motivation than motivational interviewing. Accordingly, it was concluded that there was a significant difference between the effectiveness of motivational interviewing and mindset interventions on academic motivation among female secondary school students, with the mindset intervention being more effective than motivational interviewing in enhancing their intrinsic academic motivation. Based on the findings, the mindset intervention can be employed as a more effective approach for enhancing intrinsic academic motivation among female secondary school students.

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