The Effectiveness of Positive Parenting Training on Academic Vitality, Academic Achievement Motivation, and Academic Self-Efficacy of Female Students with Poor Academic Achievement

Articles in Press

Document Type : Scientific Articles

Authors

1 M.A. in Clinical Child and Adolescent Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Email: Ftmbhni@gmail.com

2 M.A. in Counseling and Guidance, Yazd Branch, Islamic Azad University, Yazd, Iran. Email: mahdiyemodaresi@gmail.com

3 M.A. in Family Counseling, Kharazmi University, Tehran, Iran.

4 Ph.D. Candidate in Counseling, Shahid Chamran University of Ahvaz, Ahvaz, Iran. Email: pourdel.m@scu.ac.ir

10.22111/jeps.2026.53798.6132

Abstract

The present study aimed to investigate the effectiveness of positive parenting training on academic vitality, academic achievement motivation, and academic self-efficacy of female students with poor academic achievement. The research method was a quasi-experimental design with a pre-test-post-test design with a control group. The statistical population included parents of female students in the first year of high school in public schools in District 3 of Tehran in the academic year 1403-2025, from whom 30 people (15 in the experimental group and 15 in the control group) were randomly selected and replaced. The data collection tools included the Academic Vitality Questionnaire by Dehghani Zadeh et al. (2012), the Hermans Academic Achievement Motivation Questionnaire (1970), and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999). The experimental group was trained in eight 60-minute sessions based on the positive parenting protocol of Saunders et al. (2003). Data were analyzed using the multivariate analysis of covariance (MANCOVA) test. The results showed that the positive parenting intervention significantly increased academic vitality, academic achievement motivation, and academic self-efficacy in the experimental group compared to the control group (P<0.001). Theoretical explanation showed that positive parenting training, by strengthening parent-child emotional-cognitive interactions, creating a safe and supportive environment, and increasing the sense of competence and internal agency, was able to reorganize the emotional and motivational system of children and lead to improved perceptions of efficacy, internal motivation, and constructive responses to academic challenges. The continued effectiveness in the follow-up phase also confirmed the sustainability of the intervention effect.

Keywords

Journal of Educational Psychology Studies

Articles in Press, Accepted Manuscript
Available Online from 20 May 2026

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