<![CDATA[Low learning motivation is one of the main predictors of academic procrastination and declining achievement among university students. This study aimed to examine the effect of a behavior modification program based on behavioral chaining principles on students’ learning motivation. A quasi-experimental nonequivalent control group design (pretest–posttest) was employed, involving 60 students assigned to an experimental group (n = 30) and a control group (n = 30) through purposive sampling based on low-to-moderate learning motivation scores. The experimental group received a six-session behavioral chaining program that broke down effective study behavior into a sequence of mutually reinforcing behavioral links. Learning motivation was measured using the Learning Motivation Scale (30 items, α = .912). A paired-samples t-test revealed a significant increase in the experimental group (t(29) = 11.08, p < .001), whereas the control group showed no significant change (t(29) = 1.51, p = .143). An independent-samples t-test on gain scores indicated a significant difference between the two groups (t(58) = 7.19, p < .001) with a very large effect size (Cohen’s d = 1.86). These findings suggest that a behavioral chaining–based behavior modification program is effective in enhancing students’ learning motivation and may be considered a practical intervention within higher-education guidance and counseling services.]]>
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