University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 2 2019 08 23 The Effect of Study Skills Training of Planning and Time Management, Concentration and Memory on Academic Achievement and Achievement Motivation among Iranian Elementary Students in Tajikistan The Effect of Study Skills Training of Planning and Time Management, Concentration and Memory on Academic Achievement and Achievement Motivation among Iranian Elementary Students in Tajikistan 156 173 818 10.22098/jsp.2019.818 FA J Vofouri PhD, Education Consultant Journal Article 2019 09 28 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 in Tajikistan. To this end, using experimental approach and multi-group pre-test and post-test design, 60 students were considered in three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the students in three groups and their Grade Point Average for the previous year was recorded, and the participants in experimental groups were trained during 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Finally, the data were analyzed via Multivariate analysis of covariance (MANCOVA). The results of analyses indicated that training techniques of planning and time management do not affect students'academic achievement, yet they affect achievement motivation. Furthermore, training techniques of concentration and memory affect 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 in Tajikistan. To this end, using experimental approach and multi-group pre-test and post-test design, 60 students were considered in three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the students in three groups and their Grade Point Average for the previous year was recorded, and the participants in experimental groups were trained during 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Finally, the data were analyzed via Multivariate analysis of covariance (MANCOVA). The results of analyses indicated that training techniques of planning and time management do not affect students'academic achievement, yet they affect achievement motivation. Furthermore, training techniques of concentration and memory affect achievement motivation and academic achievement. https://jsp.uma.ac.ir/article_818_396c4727482e2728a96e1ab773040cb1.pdf