University of Mohaghegh Ardabili Journal of School Psychology 22520821 13 1 2024 03 20 Compilation and Validation of Dynamic Mindset Instrucational Package based on Inteligence Believes Theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students Compilation and Validation of Dynamic Mindset Instrucational Package based on Inteligence Believes Theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students 50 40 2915 10.22098/jsp.2024.9548.4988 FA Esmat Radmanesh PhD Student in Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Fariborz Dortaj Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Esmaeil Sadipour Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Ali Delavar Professor of Assessment and Measurement Department, Faculty of Psychology, Allameh Tabataba&amp;rsquo;i University, Tehran, Iran Hasan Asadzadeh Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Journal Article 2021 09 14 Objective: The aim of this study was to Compilation and Validation of Dynamic Mindset instrucational Package based on Inteligence Believes theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students. <br />Method: The research method was quasi-experimental with pretest-posttest and follow-up with the control group. <br />The statistical population of the present study consisted of all female high school students in the 18th district of Tehran in the academic year of 2020- 21. From this statistical population, 36 students were selected by simple random sampling and were randomly replaced in tow experimental and control groups (N= 18). Data were collected using the inteligence Beliefs Questionnaire (Dupira & Marineh, 2005) and academic motivation (Vallerand et al., 1992).The experimental group received a dynamic mindset training package in 8 sessions of 90 minutes and the control group did not receive any training. <br />Results: The content validity index for all objectives in the training package was between 0/9 to1, and the content validity ratio for all objectives in the educational protocol was 0/8 to 1/1. Also, the results of analysis of variance showed that there was a significant difference between the mean scores of academic motivation of the subjects in the pre-test, post-test and follow-up stages (P <0.05). <br />Conclusion: The results of this study showed that the dynamic mindest training package has acceptable content validity and has the ability to promote academic motivation. Therefore, therapists and educators can use the current package to enhance students' progress in addition to the previous methods Objective: The aim of this study was to Compilation and Validation of Dynamic Mindset instrucational Package based on Inteligence Believes theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students. <br />Method: The research method was quasi-experimental with pretest-posttest and follow-up with the control group. <br />The statistical population of the present study consisted of all female high school students in the 18th district of Tehran in the academic year of 2020- 21. From this statistical population, 36 students were selected by simple random sampling and were randomly replaced in tow experimental and control groups (N= 18). Data were collected using the inteligence Beliefs Questionnaire (Dupira & Marineh, 2005) and academic motivation (Vallerand et al., 1992).The experimental group received a dynamic mindset training package in 8 sessions of 90 minutes and the control group did not receive any training. <br />Results: The content validity index for all objectives in the training package was between 0/9 to1, and the content validity ratio for all objectives in the educational protocol was 0/8 to 1/1. Also, the results of analysis of variance showed that there was a significant difference between the mean scores of academic motivation of the subjects in the pre-test, post-test and follow-up stages (P <0.05). <br />Conclusion: The results of this study showed that the dynamic mindest training package has acceptable content validity and has the ability to promote academic motivation. Therefore, therapists and educators can use the current package to enhance students' progress in addition to the previous methods https://jsp.uma.ac.ir/article_2915_9bc6b6dc5063713786ae170af3fd15fa.pdf