University of Mohaghegh Ardabili Journal of School Psychology 22520821 6 2 2017 08 23 The effect of training studying techniques (planning and time management, concentration and memory) on academic achievement and achievement motivation among Iranian students in Tajikistan The effect of training studying techniques (planning and time management, concentration and memory) on academic achievement and achievement motivation among Iranian students in Tajikistan 146 163 572 10.22098/jsp.2017.572 FA J Vofouri Ph.D. in Educational Psychology, Farhangian University, Allameh Amini Campus, East Azerbaijan Journal Article 2017 09 26 The present research aims to examine the effect of training studying techniques including planning and time management, concentration and memory on academic achievement and achievement motivation among Iranian students living in Tajikistan. To this end, using experimental method and multi-group pre-test and post-test design, 60 students were put into three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the participants in the three groups and their Grade Point Average for previous year was recorded, and the participants in experimental groups were trained for 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Ultimately, the data were analyzed via Multivariate Analysis of Covariance (MANCOVA). The results of statistical analysis indicated that training techniques of planning and time management did not affect students'academic achievement, yet they affected achievement motivation. Furthermore, training techniques of concentration and memory affected achievement motivation and academic achievement. The present research aims to examine the effect of training studying techniques including planning and time management, concentration and memory on academic achievement and achievement motivation among Iranian students living in Tajikistan. To this end, using experimental method and multi-group pre-test and post-test design, 60 students were put into three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the participants in the three groups and their Grade Point Average for previous year was recorded, and the participants in experimental groups were trained for 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Ultimately, the data were analyzed via Multivariate Analysis of Covariance (MANCOVA). The results of statistical analysis indicated that training techniques of planning and time management did not affect students'academic achievement, yet they affected achievement motivation. Furthermore, training techniques of concentration and memory affected achievement motivation and academic achievement. https://jsp.uma.ac.ir/article_572_e5002f16044002a008175a596dae9198.pdf