The Effectiveness of Modifying Cognitive Biases Expressing Self-inefficiency on the Responsibility and Academic Motivation of Students with Academic Failure

Document Type : Research Article

Authors

1 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran

2 PhD student in psychology, faculty of literature and humanities, Persian Gulf University, Bushehr, Iran

3 M.A. of Psychology, Department of Psychology, Faculty of Literature and Humanities, Persian Gulf University, Bushehr, Iran

Abstract

Objective: The present study aimed to determine the effectiveness of modifying cognitive biases expressing self-efficacy on responsibility and academic motivation of students with academic failure.
Methods: The present research method was semi-experimental and pre-test and post-test with a control group. The statistical population of this study included female high school students in Bushehr who were studying in the academic year 2021-2022. To collect data, first, 372 students were selected using multi-stage cluster sampling method and then 32 students with academic failure were selected and assigned into two experimental and control groups (16 students in each) using random assignment method. Before and after the intervention, participants in both groups completed the Individual and Social Responsibility Questionnaire by Lee et al. (2008) and the Academic Motivation Questionnaire by Walrand et al. (1992). The intervention design was carried out for the experimental group using dot probe software for eight weeks.
Results: The results showed that the intervention aimed at cognitive bias modification improved intrinsic motivation (p<0.01) and reduced extrinsic motivation (p<0.01) of students with academic failure. The findings also indicated the effect of cognitive bias modification on responsibility (p<0.05) and the component of personal responsibility (p<0.05).
Conclusions: According to the findings of the present study, an intervention focused on correcting the cognitive bias expressing self-efficacy of students with academic failure, while reducing these biases, can create self-efficacy beliefs and consequently, a sense of self-efficacy, and pave the way for increasing academic motivation and responsibility. This desirable process, in turn, will pave the way for the improvement of academic performance. 

Keywords

Main Subjects

References

Abesha, A. G. (2018). Effects of Parenting Styles, Academic Self-Efficacy, and Achievement Motivation on the Academic Achievement of University Students in Ethiopia. Journal of Youth and Adolescence, 36(1), 5-17.
Acciarini, C., Brunetta, F., & Boccardelli, P. (2021). Cognitive biases and decision-making strategies in times of change: a systematic literature review. Management Decision, 59(3), 638-652.
https://doi.org/10.1108/MD-07-2019-1006
Adler-Constantinescu, C., Beşu, EC., & Negovan, V. (2013) Perceived social support and perceived self-efficacy during adolescence. Procedia-Social and Behavioral Sciences, 78 (13), 275-279.
https://doi.org/10.1016/j.sbspro.2013.04.294
Arsanjani, M., Zargham Hajbi, M., & Mirzahasni, H. (2021). The effectiveness of modulating threat-related cognitive bias on reducing exam anxiety of twelfth grade students. Education strategies in medical sciences, 14(3), 130-138. [In Persion].
Boshoff-Knoetze, A., Duminy, L., & Du Toit, Y. (2023). Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face. Journal of Applied Research in Higher Education, 15(2), 342-354. https://doi.org/10.1108/JARHE-08-2021-0305
Bandura, A. (2004). Health promotion by social cognitive means. Health Education Behavior, 31(2), 191-215. https://doi.org/10.1177/1090198104263660
Bandura, A. (1977) Self-efficacy: toward a unifying theory of behavioral change. Psychol Reviev, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?, Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382
Butz, A. R., & Usher, E. L. (2015). Salient sources of early adolescents' self-efficacy in two domains. Contemporary Educational Psychology, 42, 49-61. https://doi.org/10.1016/j.cedpsych.2015.04.001
Clark, M. H., & Schroth, C. A. (2018). Examining relationships between academic motivation and personality among college students. Learning and individual differences, 20(1), 19-24. https://doi.org/10.1016/j.lindif.2009.10.002
Chen, P., Zhang, J., Xu, N., Zhang, K., & Xiao, L. (2023). The Relationship between Need for Cognition and Adolescents' Creative Self-Efficacy: The Mediating Roles of Perceived Parenting Behaviors and Perceived Teacher Support. Current Psychology, 42(9), 7812-7825. https://doi.org/10.1007/s12144-021-02122-7
Choi, J. J., Gribben, J., Lin, M., Abramson, E. L., & Aizer, J. (2023). Using an experiential learning model to teach clinical reasoning theory and cognitive bias: an evaluation of a first-year medical student curriculum. Medical Education Online, 28(1), 2153782.
https://doi.org/10.1080/10872981.2022.2153782
Durso, S. D. O., & Cunha, J. V. A. D. (2018). Determinant factors for undergraduate student's dropout in an accounting studies department of a Brazilian public university. Educação em Revista, 34.
https://doi.org/10.1590/0102-4698186332
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation, 18(6), 85-107. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006
Dehghanzadeh, H., Dehghanzadeh, H., & Eskandarpour, B. (2024). Phenomenological study of learning motivation in e-learning from the perspective of self-determination theory. Cognit Strateg Learn, 12(22), 167-186. [In Persion].   https://doi.org/10.22084/J.PSYCHOGY.2024.28113.2605
Fernandez-Perez, V., & Martin-Rojas, R. (2022). Emotional competencies as drivers of management students' academic performance: The moderating effects of cooperative learning. The International Journal of Management Education, 20(1), 100600.‏ https://doi.org/10.1016/j.ijme.2022.100600
Fang, J., Brown, G. T., & Hamilton, R. (2023). Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self‐loathing in comparison. British Journal of Educational Psychology, 93(1), 245-261. https://doi.org/10.1111/bjep.12552
Fernandez-Río, J., & Menendez-Santurio, J.I. (2017). Teachers and students' perceptions of a hybrid sport education and teaching for personal and social responsibility learning unit. Journal of Teaching in Physical Education, 36(2), 185-196. https://doi.org/10.1123/jtpe.2016-0077
Ghanbarpour Nosrati, A., & Ali Asefi, A. (2014). Validation of the Lee Personal and Social Responsibility Questionnaire among female student athletes. Research Paper on Sports Management and Movement Behavior, 18(35), 121-13. [In Persion].
Ghasemi, S. F., Hassanvand, S. & Valizadeh, F. (2014). Examining the frequency of academic dropout and factors influencing it from the perspective of students of Khorram Abad School of Nursing and Midwifery. Journal of Nursing Education, 1(7), 79-71. [In Persion].
Hosseini, S. J., Maktabi, Gh. H., Shehni Yailagh, M., & Omidian, M. (2024). The Effectiveness of Academic Motivation Training on External Motivation, Internal Motivation and Demotivation of Ninth-Grade Male High Schools Students. Cognit Strateg Learn, 12(23), 191-206. [In Persion]. https://doi.org/10.22084/J.PSYCHOGY.2025.29713.2718
Hongbin, W., Shan, L., Juan, Z., & Guo, J .(2020). Medical Students' Motivation and Academic Performance: The Mediating Roles of Self-Efficacy and Learning Engagement. Medical Education Online, 25(1),1742964-1742964. https://doi.org/10.1080/10872981.2020.1742964
Hawthorne, M., Cooper, A., Chavis, K., Burrell, T., & Evans, C. (2021). Ability and Responsibility: Need for Cognition and Study Habits in Academic Achievement. Research in Higher Education Journal, 39, 1-13.
Ip, E. H., Strachan, T., Fu, Y., Lay, A., Willse, J. T., Chen, S. H., ... & Ackerman, T. (2019). Bias and bias correction method for nonproportional abilities requirement (NPAR) tests. Journal of Educational Measurement, 56(1), 147-168.‏ https://doi.org/10.1111/jedm.12204
Javadi, A., & Faryabi, R. (2016). Relationship between motivation and academic performance in students at Birjand University of Medical Sciences. Education Strategies in Medical Sciences, 9(2), 142-149. [In Persian].
Jung, K., Zhou, A., & Lee, R. (2017). Self-Efficacy, Self-Discipline and Academic Performance: Testing a Context-Specific Mediation Model. Learning and Individual Differences, 60, 33-39.
https://doi.org/10.1016/j.lindif.2017.10.004
Jiang, L., Zhang, S., Li, X., & Luo, F. (2023). How Grit Influences High School Students' Academic Performance and the Mediation Effect of Academic Self-Efficacy and Cognitive Learning Strategies. Current Psychology, 42 (1), 94-103. https://doi.org/10.1007/s12144-020-01306-x
Jordal, M., Eriksson, H., Salzmann-Erikson, M., & Mazaheri, M. (2021). Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects. Advances in Medical Education and Practice, 7(12), 1165-1173. https://doi.org/10.2147/AMEP.S307169
Jiang, Y., Rosenzweig, E., & Gaspard, H. (2018). An Expectancy-Value-Cost Approach in Predicting Adolescent Students' Academic Motivation and Achievement. Contemporary Educational Psychology, 54, 39-52. https://doi.org/10.1016/j.cedpsych.2018.06.005
Karimi, K., Kavousian, J., Karamati, H., Arabzadeh, M., & Ramezani, V. (2016). Structural model of perfectionism, academic motivation and psychological well-being in high school students. Journal of Applied Psychology, 10(4), 311-327. [In Persian].
Koster, E. H., Fox, E., & MacLeod, C. (2009). Introduction to the special section on cognitive bias modification in emotional disorders. Journal of abnormal psychology, 118(1), 1. https://doi.org/10.1037/a0014379
Kang- Min. J., & Kang- Hyun, A. (2023). The Effect of Academic Stress in Childhood on Academic Failure Tolerance: The Moderating Effect of Father-Child Attachment. Korean Council For Children's Rights, 27 (4), 715-731. https://doi.org/10.21459/kccr.2023.27.4.715
Khedevi, A., & Elahi, I. (2013). Investigating the relationship between responsibility and academic achievement of female students of the first secondary level (7th grade) in Mahabad city. Women and Family Studies, 6(22), 37-59. [In Persion]
Li, W., Wright, P. M., Rukavina, P. B., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of teaching in Physical Education, 27(2), 167-178. https://doi.org/10.1123/jtpe.27.2.167
Limniou, M., Varga-Atkins, T., Hands, C., & Elshamaa, M. (2021). Learning, student digital capabilities and academic performance over the COVID-19 pandemic. Education Sciences, 11(7), 361. https://doi.org/10.3390/educsci11070361
Liu, L., Wang, W., Lian, Y., Wu, X., Li, C., & Qiao, Z. (2024). Longitudinal impact of perfectionism on suicidal ideation among Chinese college students with perceived academic failure: The roles of rumination and depression. Archives of suicide research, 28(3), 830-843.‏ https://doi.org/10.1080/13811118.2023.2237088
Lee, S. K. J. S. (2019). Effects of computer-based cognitive bias modification for interpretation on memory, cognitive control, and motivation. Korean Journal of Clinical Psychology, 38(3), 335-348.
https://doi.org/10.15842/kjcp.2019.38.3.006
Lynch, A. D., Lerner, R. M., & Leventhal, T. (2017). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6-19. https://doi.org/10.1007/s10964-012-9833-0
Manning, V., Garfield, J. B., Staiger, P. K., Lubman, D. I., Lum, J. A., Reynolds, J., ... & Verdejo-Garcia, A. (2021). Effect of cognitive bias modification on early relapse among adults undergoing inpatient alcohol withdrawal treatment: a randomized clinical trial. JAMA psychiatry, 78(2), 133-140. https://doi.org/10.1001/jamapsychiatry.2020.3446
Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students' Academic Performance: The Mediating Effect of Academic Engagement. Sustainability, 15(7), 5767-5780. https://doi.org/10.3390/su15075767
MacLeod, C., Rutherford, E., Campbell, L., Ebsworthy, G., & Holker, L. (1986). Selective attention and emotional vulnerability: assessing the causal basis of their association through the experimental manipulation of attentional bias. Journal of abnormal psychology, 111(1), 107.‏
https://doi.org/10.1037/0021-843X.111.1.107
Osonwa, O. K., Adejobi, A. O., Iyam, M. A., & Osonwa, R. H. (2019). Economic status of parents, a determinant on academic performance of senior secondary schools students in Ibadan, Nigeria. Journal of Educational and Social Research, 3(1), 115-122.
Pawlak, M., Csizer, K. & Soto, A. (2020). Inter relationships of moti vation, self-efficacy and self-regu latory strategy use: An investigation into study abroad experiences. International Journal of Educational Technology and Applied Linguistics, 93, 1-11. https://doi.org/10.1016/j.system.2020.102300
Regier, P. & Savic, M. (2020). How teaching to foster mathematical creativity may impact student self-efficacy for proving. Journal of Mathematical Behavior, 57, 1-18. https://doi.org/10.1016/j.jmathb.2019.100720
Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students' intention to use mobile devices in language learning. Educational Technology Research and Development, 68, 1181-1198.‏ https://doi.org/10.1007/s11423-019-09733-9
Sepah Mansour, M. (2017). The mediating role of teacher-student conflict in the relationship between responsibility and academic burnout. Psychological methods and models, 8(28), 101-116. [In Persion].
Seifi, Kh., Sobhi, A., Hejazi, M., & Yousefi Afrashteh, M. (2021). Explaining the academic achievement model based on the direct role of academic responsibility with the mediation of sense of belonging to the school in the 10th grade male students of district two of Qazvin city. Journal of Disability Studies, 11(19), 1-7. [In Persion].
Seyed Mohrami, I., Pashib, M., Tatari, M., & Mohammadi, S. (2016). The effect of cognitive-behavioral group therapy on the motivation of progress and academic failure of medical students. Resonance of health, 4(1), 17-26. [In Persion].
Saeedmanesh, M., Azizi, M., &Hamtian, Z. (2020). Effectiveness of the integrated attention bias correction and mindfulness program on executive functions (attention, inhibition and emotional control) of children with generalized anxiety disorder. Cognitive Psychology Quarterly, 8(2), 33-45. [In Persion].
Sheldon, K. M., Gordeeva, T., Leontiev, D., Lynch, M. F., Osin, E., Rasskazova, E., & Dementiy, L. (2018). Freedom and responsibility go together: Personality, experimental, and cultural demonstrations. Journal of Research in Personality, 73, 63-74. https://doi.org/10.1016/j.jrp.2017.11.007
Sheikh Alizadeh, S., & Ashrafzadeh, T. (2022). Investigating the relationship between self-efficacy and academic performance in girls with a meta-analysis approach. Journal of Women and Society, 13(51), 21-39. [In Persion].
Traunter, M. & Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success?. Learning and Individual Differences, 80, 1-13. https://doi.org/10.1016/j.lindif.2020.101890
Tang, K. H. D. (2021). Personality traits, teamwork competencies and academic performance among first-year engineering students. Higher Education, Skills and Work-Based Learning, 11(2), 367-385.‏
https://doi.org/10.1108/HESWBL-11-2019-0153
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
Xinpei,  X ., Xiaoyun, L., Tianyu, & Yan L. (2023). Maternal Failure Mindsets and Parenting Styles: Exploring the Mediating Role of Maternal Attributions of Children's Academic Failures. Early Education and Development, 1-14.
Yin, H., Han, J. & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 1-11. https://doi.org/10.1016/j.ijer.2019.101529
Zee, M., Rudasill, K M., & Bosman, R. (2021). A Cross-Lagged Study of Students' Motivation, Academic Achievement, and Relationships with Teachers from Kindergarten to 6th Grade. Journal of Educational Psychology, 113 (6), 1208-1226. https://doi.org/10.1037/edu0000574
Zimmerman, B., & Kitsantas, A. (2005). Homework Practices and Academic Achievement: The Mediating Role of Self-Efficacy and Perceived Responsibility Beliefs. Contemporary Educational Psychology, 30(4), 397-417. https://doi.org/10.1016/j.cedpsych.2005.05.003
Zamani, L., Sepah, M., & Abolmaali, K. (2023). The Effectiveness of Peace Education on Interpersonal Relationships and Students' Academic Motivation Girl. Educational Psychology, 19(67), 192-215.‏ [In Persion].
Zhao, Z., Ren, P., & Yang, Q. (2024). Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America. arXiv preprint arXiv:2404.11029.
https://doi.org/10.62836/jissh.v1i1.159
 

Files

Share

How to cite

Statistics