A Cognitive-Behavioural Group Intervention For Afghan Immigrant Students Living In Iran: Does It Enhance Academic Motivation

Background: The current study aimed to investigate the effectiveness of cognitive-behavioral group therapy on increasing academic motivation among Afghan female high school students living in Isfahan (Iran). Method: Using the convenience sampling technique, ۶۰ subjects were selected and then divided into two control and experiment groups (each with ۳۰ subjects). The intervention group received eight ۹۰-minute sessions (once per week) of face-to-face training. Results: The results revealed that the intervention significantly impacted the components of motivation, including effort, social power, social interest, adoration, and exemplariness. While no association was found between the intervention and interest in doing homework, competitiveness, and obtaining continuity. Conclusion: This study demonstrated that cognitive-behavioral group therapy could positively impact academic motivation among Afghan female students.

Keywords:

Cognitive Behavioral Group Therapy , Academic Motivation , Afghan Female High School Students