Firas.G.Tannous
This study aimed at demonstrating the impact of a training program based on the theory of rational emotive behaviour therapy in the development of achievement motivation and perceived self-efficacy among a sample of students with low academic self-concept. To answer questions about the study a sample of eighth and tenth grades primary students were selected, at a private school in the region of the capital Amman, totalling 38 students, from them 20 students were from eighth grade and 18 students from the tenth grade who had low grades scale in academic self-concept. They were divided randomly into experimental groups of (19) students exposed to the training program and the other control group, of (19) students, were not exposed to the program. Three measures were used in the study: a measure of academic self-concept, the measure of achievement motivation, and the measure of perceived self=efficacy. Results of the study on the post-test aggregate measure of motivation of achievement and overall measure of the effectiveness of self-perceived showed an impact from the training program to improve achievement motivation and perceived self- efficacy among a sample study in favour of experimental group. Results showed, there were no statistically significant differences at the level of significance (0.05≥α) of interaction of grade and group achievement on a motivational scale, and no statistically significant differences at the level of significance (0.05≥α) of interaction of the class and group on the measure of perceived self-efficacy.
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