University of Tehran Journal of Applied Psychological Research 2251-8126 17 1 2026 03 21 The Effectiveness of Teaching Four Cognitive Skills to Teachers on the ‎Motivation of Female Elementary School The Effectiveness of Teaching Four Cognitive Skills to Teachers on the ‎Motivation of Female Elementary School 167 179 105647 10.22059/japr.2026.389709.645149 FA Moazzameh Bahramnejad ‎ Department of Psychology, psychology and Educational Science Faculty, University of Tehran, Tehran, Iran.‎ Zahra Naghsh Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of ‎Tehran, Tehran, Iran. ‎ Fatemeh Nosrati ‎ Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, ‎University of Tehran, Tehran, Iran.‎ Javad Naseh ‎ Department of Counseling and Educational Sciences, Farhangian University, Imam Khomeini Campus, Kashan, Iran.‎ Journal Article 2025 02 21 This research aimed to teach four cognitive skills to elementary school teachers and to evaluate its effectiveness on pupils’ motivation. It was applied and based on semi-experimental data collection with a pre-test-post-test design involving both a control and an experimental group. The statistical population consisted of 50 female students from a school in distrct 1 of Kerman city during the academic year 2022-2023, among which 30 individuals were randomly selected. After training the teachers the four cognitive skills and conducting the post-test, the students were randomly assigned to two groups of 15 participants. In this research, the standard Harter’s Educational Motivation Scale (HEMS) was employed. Data was analyzed via SPSS-26 software and one-way ANOV, which indicated an effect size of 0.78 and p<0.05. Namely, 78% of the total variance in student motivation was related to the effectiveness of the training on cognitive skills. Therefore, the training of cognitive skills had a positive impact on student motivation. Additionally, this research emphasizes the necessity of focusing on teachers’ cognitive skills in the motivation process. This research aimed to teach four cognitive skills to elementary school teachers and to evaluate its effectiveness on pupils’ motivation. It was applied and based on semi-experimental data collection with a pre-test-post-test design involving both a control and an experimental group. The statistical population consisted of 50 female students from a school in distrct 1 of Kerman city during the academic year 2022-2023, among which 30 individuals were randomly selected. After training the teachers the four cognitive skills and conducting the post-test, the students were randomly assigned to two groups of 15 participants. In this research, the standard Harter’s Educational Motivation Scale (HEMS) was employed. Data was analyzed via SPSS-26 software and one-way ANOV, which indicated an effect size of 0.78 and p<0.05. Namely, 78% of the total variance in student motivation was related to the effectiveness of the training on cognitive skills. Therefore, the training of cognitive skills had a positive impact on student motivation. Additionally, this research emphasizes the necessity of focusing on teachers’ cognitive skills in the motivation process. https://japr.ut.ac.ir/article_105647_e51690a5985f3b43fc4fbd8aff7a1444.pdf