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Department of Psycholology and Counseling, Az.C., Islamic Azad university, Azadshahr, Iran. , a_hosseinaei@iau.ac.ir
Abstract: (10 Views)
Background: Academic identity and future outlook are fundamental components in shaping the trajectory of adolescents’ academic success, emphasized in the Fundamental Reform Document of Education. However, the lack of coherent educational programs in this domain has created challenges regarding students’ goal-setting skills.
Aims: The present study aimed to determine the effectiveness of the integrated training package of successful academic identity and future outlook based on the Fundamental Reform Document on the goal-setting of female students.
Methods: The research method was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up. The statistical population comprised all female students of the first and second secondary school levels in Kashmar during the 2024–2025 academic year. Using multi-stage cluster sampling followed by purposive sampling based on inclusion and exclusion criteria, 30 students were selected and randomly assigned to experimental (n=15) and control (n=15) groups. The experimental group received the integrated training package over eight weekly 90-minute sessions. Data were collected using the Goal Orientation Questionnaire (Midgley et al., 1998). Data analysis was conducted using SPSS-27 software via multivariate analysis of variance (MANOVA) with repeated measures (verifying Shapiro-Wilk, Levene, Box’s M, and sphericity assumptions) and the Bonferroni post-hoc test.
Results: The results indicated a significant group-by-time interaction. The intervention led to a significant increase in the mean scores of mastery and performance-approach goal orientations and a significant decrease in performance-avoidance orientations in the experimental group compared to the control group at both post-test and follow-up stages (P < 0.05).
Conclusion: The findings of the present study indicate that the designed educational package can be practically applied within school counseling and educational programs to promote adaptive goal orientations and reduce avoidant goals among students. By enhancing academic self-regulation and future-oriented thinking, this intervention contributes to improving the quality of students’ goal setting and, due to its alignment with the Fundamental Transformation Document of Education, demonstrates strong potential for implementation and localization within the educational system. Nevertheless, the generalization of these results requires further research employing broader samples and diverse methodological approaches.
Aims: The present study aimed to determine the effectiveness of the integrated training package of successful academic identity and future outlook based on the Fundamental Reform Document on the goal-setting of female students.
Methods: The research method was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up. The statistical population comprised all female students of the first and second secondary school levels in Kashmar during the 2024–2025 academic year. Using multi-stage cluster sampling followed by purposive sampling based on inclusion and exclusion criteria, 30 students were selected and randomly assigned to experimental (n=15) and control (n=15) groups. The experimental group received the integrated training package over eight weekly 90-minute sessions. Data were collected using the Goal Orientation Questionnaire (Midgley et al., 1998). Data analysis was conducted using SPSS-27 software via multivariate analysis of variance (MANOVA) with repeated measures (verifying Shapiro-Wilk, Levene, Box’s M, and sphericity assumptions) and the Bonferroni post-hoc test.
Results: The results indicated a significant group-by-time interaction. The intervention led to a significant increase in the mean scores of mastery and performance-approach goal orientations and a significant decrease in performance-avoidance orientations in the experimental group compared to the control group at both post-test and follow-up stages (P < 0.05).
Conclusion: The findings of the present study indicate that the designed educational package can be practically applied within school counseling and educational programs to promote adaptive goal orientations and reduce avoidant goals among students. By enhancing academic self-regulation and future-oriented thinking, this intervention contributes to improving the quality of students’ goal setting and, due to its alignment with the Fundamental Transformation Document of Education, demonstrates strong potential for implementation and localization within the educational system. Nevertheless, the generalization of these results requires further research employing broader samples and diverse methodological approaches.
Type of Study: Research |
Subject:
Special
Received: 2025/09/30 | Accepted: 2025/11/29 | Published: 2026/04/21
Received: 2025/09/30 | Accepted: 2025/11/29 | Published: 2026/04/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)