<![CDATA[Academic motivation is important to students' success, yet many undergraduates have issues maintaining high levels of motivation throughout their studies. This study addressed the gap in research on effective interventions for enhancing academic motivation (AM) among undergraduate students in Oyo State, Nigeria, investigating the effects of resilience skill training (RST) and goal setting training (GST) with gender and academic self-efficacy (ASe) as moderating variables. Using a quasi-experimental design with 3x2x3 factorial structure, the research involved 59 University of Ibadan participants selected through multi-stage sampling. Two experimental groups (resilience skill training and goal setting training) were compared with a control group, grounded in SDT and SCT. Validated instruments included the AMS (α = .79) (ω = .89) and ASe Scale (α = .87) (ω = .91). Results demonstrated effects (significant) of interventons on AM (F(2, 45) = 7.098, p = 0.002) and ASe (F(2, 45) = 4.557, p = 0.016), while gender showed no significant effect (F(1, 45) = 1.206, p = 0.278). A significant two-way interaction emerged between intervention and ASe (F(2, 45) = 3.837, p = 0.029). The study concludes that both RST and GST effectively enhance AM among undergraduates. Key recommendations include integrating these interventions into university curricula and providing tailored interventions based on students' self-efficacy levels.]]>
Copyrights © 2026
