The Effectiveness of help-seeking Strategies Training in the Improvement of Academic Stress, Performance and Motivation by the Moderating Role of Attributional Styles among Students

Document Type : Research Article

Authors

Abstract

Objective: The present study aimed to determine the effectiveness of help-seeking strategies training in the improvement of academic stress, performance and motivation by the moderating role of attributional styles among students.
Method: Therefore, using multistage random cluster and screening methods, 60 students were selected from high school students in grade 2 in Tabriz five stricts. They were divided in two groups of internal and external attributional styles based on the cutt of point in Ratters attributional styles questionnaire and were assigned in 4 groups. They completed academic stress scale and assessment of academic achievement motivation. The training sessions were administered in 12 time.
Results: Results showed that by controlling the effects of pre-test, help-seeking strategies had a positive significant effect on the academic stress, performance and motivation as a combined variable regarding attributional styles (F= 2.54, p<0.05). Beside, attributional styles could moderate the effect of help-seeking training on academic stress and motivation, however, they could not moderate the effect of help-seeking training on academic performance. Results suggest that help-seeking training is effective in the improvement of academic stress, performance and motivation. Conclusion: On the other hand, attributional styles could moderate the effect of this method on academic stress, and motivation, while they have not a moderating role on academic performance.

Keywords


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