The effect of positive psychology training based on the Harvard University flourishing model on intrinsic, extrinsic motivation, and amotivation.

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

2 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

10.22098/jsp.2026.18607.6303

Abstract

Objective:The present study aimed to investigate the effectiveness of positive psychology training based on the Harvard Flourishing Model on students' intrinsic motivation, extrinsic motivation, and amotivation.
Methods: The research employed a quasi-experimental design with a pre-test and post-test, as well as a control group. Participants included 40 female high school students from District 3 of Semnan in the second semester of the 1403–1404 academic year, selected through a multistage sampling method and assigned to experimental and control groups (20 students in each group). In the pre-test phase, both groups completed Vallerand’s Academic Motivation Scale (1992). Then, the positive psychology training based on the Harvard Flourishing Theory was conducted in nine 90-minute sessions for the experimental group. After the intervention, the Academic Motivation Scale (1992) was administered again to both groups (post-test).
Results: Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA). The results indicated that positive psychology training based on the Harvard Flourishing Model significantly affected the experimental group’s intrinsic motivation, extrinsic motivation, and amotivation compared to the control group at post-test. Based on eta-squared values, the effect sizes were 0.19 for intrinsic motivation, 0.13 for extrinsic motivation, and 0.23 for amotivation.
Conclusion: These values indicate the effectiveness of the intervention on participants’ motivational components. Therefore, it is recommended to implement positive psychology training based on the Harvard Flourishing Model to enhance intrinsic and extrinsic motivation and reduce amotivation among students.

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Journal of School Psychology
Volume 15, Issue 3
September 2026

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