The effect of psychological empowerment on academic self-regulation of students with low academic achievement

Document Type : Research Paper

Authors

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 PhD 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

Abstract

Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-regulation of students with low academic achievement.
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 achievement in the second secondary school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic achievement were selected according to the study entry criteria using purposive sampling and were randomly assigned to two experimental groups (15 students) and control group (15 students). After conducting a pre-test using the Bouffard (1995) Academic Self-Regulation Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. Data were analyzed using univariate analysis of covariance in SPSS.26 software.
Results: The findings showed that there was a significant difference between the mean academic self-regulation (P<0.001, F=33.18, ηp2=0.551) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic achievement in the experimental group increased significantly compared to the control group.
Conclusion: As a result, by teaching psychological empowerment to students, the level of academic self-regulation can be increased. With the help of psychological empowerment strategies, students can reexamine and review their numerous failures, and ultimately, their academic progress is improved.

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Main Subjects

References

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Journal of School Psychology
Volume 15, Issue 2
August 2026
Pages 51-41

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