Comparing the effectiveness of software cognitive empowerment training and perceptual‐motor skills reconstruction program training on academic self-efficacy and academic engagement

Document Type : Research Paper

Authors

1 PhD. student in educational psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

2 Assistant professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

3 Associate professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

4 Associate professor, Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22038/JFMH.2025.84412.3191

Abstract

Introduction: Self-efficacy and academic engagement play important roles in academic success. We compared the effectiveness of software cognitive empowerment training and perceptual-motor skills reconstruction program training on self-efficacy and academic engagement.
 
Materials and Methods: The statistical community included seventh-grade male students in Mashhad, Iran, in the academic year 2022-2023. We selected forty-five students through purposive sampling. Then, they randomly assigned to three groups (software cognitive empowerment group, perceptual-motor skills reconstruction group, and control group). The experimental groups received Captain's Log software cognitive empowerment training or perceptual-motor skills training. We evaluated the participants using Academic Self-Efficacy Scale and Academic Engagement Scale. The data were analyzed using the multivariate analysis of covariance (MANCOVA) and SPSS 26 software.
 
Results: According to the findings, both training programs positively affected self-efficacy and academic engagement (P< 0.05). While, we found no significant differences between the two interventions (P> 0.05).
 
Conclusion: We revealed that software cognitive empowerment training and perceptual-motor reconstruction program training positively affected self-efficacy and academic engagement in high school students, but none of the interventions mentioned are superior to each other.

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Journal of Fundamentals of Mental Health
Volume 27, Issue 1
January and February 2025
Pages 59-66

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