Journal of Applied Psychological Research

The Effectiveness of Teaching Four Cognitive Skills to Teachers on the ‎Motivation of Female Elementary School

Document Type : Research Paper

Authors

1 Department of Psychology, psychology and Educational Science Faculty, University of Tehran, Tehran, Iran.‎

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

3 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, ‎University of Tehran, Tehran, Iran.‎

4 Department of Counseling and Educational Sciences, Farhangian University, Imam Khomeini Campus, Kashan, Iran.‎

Abstract

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.

Keywords

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Journal of Applied Psychological Research
Volume 17, Issue 1
February 2026
Pages 167-179
  • Receive Date: 21 February 2025
  • Revise Date: 07 June 2025
  • Accept Date: 01 July 2025
  • First Publish Date: 25 January 2026
  • Publish Date: 21 March 2026