Journal of Cognitive Strategies in Learning

Journal of Cognitive Strategies in Learning

The Effectiveness of Psychological Empowerment on Motivational Self-Regulation of Students with Low Academic Performance

Document Type : Research Article

Authors
Ali Sheykholeslami 1
Nastaran Seyedesmaili Ghomi 2
Ali Salmani 3
Aysan Sharei 4
1 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3 Ph.D. Student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4 Ph.D. Student, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, Iran
10.22084/j.psychogy.2026.32118.2872
Abstract
Objective: The present study aimed to investigate the effectiveness of psychological empowerment on motivational self-regulation of students with low academic performance.
Methods: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After administering a pre-test using the Wolters (1998) Motivational Self-Regulation Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.
Results: The findings showed that there was a significant difference between the mean motivational self-regulation (P<0.001, F=13.24, ηp2=0.329) of students in the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean motivational self-regulation scores of students with low academic performance in the experimental group increased significantly compared to the control group.
Conclusions: As a result, by strengthening psychological empowerment in students, motivational self-regulation can be promoted in them. By using strategies based on psychological empowerment, students will be able to review their previous failures and re-evaluate, which will ultimately lead to improved academic performance.
Keywords
Low Academic Performance
Motivational Self-Regulation
Psychological Empowerment
Subjects
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Journal of Cognitive Strategies in Learning
Volume 14, Issue 26 - Serial Number 26
Spring & Summer 2026
August 2026