This study aimed to examine the effectiveness of the step-by-step self-regulation method in enhancing willpower and academic motivation among sixth-grade elementary students.



Using an experimental pretest-posttest design with a control group, researchers selected 80 sixth-grade students from Bahar County during the 2024–2025 academic year. Based on initial willpower scores, 34 students with the lowest results were chosen and randomly assigned to either an experimental or control group (17 each). Tools for data collection included the Willpower Questionnaire by Niksefat et al. (2014) and the Academic Motivation Questionnaire by Harter (1981). The experimental group received ten sessions of instruction in self-regulation techniques, while the control group received no intervention. Data were analyzed using SPSS v27 and multivariate analysis of covariance (MANCOVA).



Findings revealed that the self-regulation method significantly improved willpower (p < 0.01) and academic motivation (p < 0.05) in the experimental group. Within willpower dimensions, motivational (p < 0.01) and metacognitive (p < 0.05) aspects increased notably, while other components remained unchanged. As for academic motivation, intrinsic motivation showed meaningful growth (p < 0.05), whereas extrinsic motivation did not significantly shift.



In conclusion, the step-by-step self-regulation method proved effective in enhancing both willpower and internal academic motivation, making it a recommended strategy for improving student behavior and learning attitudes at the elementary level.