The Effect of Academic Goal-Setting Training on Academic Engagement and Self-Efficacy in Female High School Students

Abstract

The aim of this study was to investigate the effect of academic goal-setting training on academic engagement and self-efficacy in female high school students. This study was a quasi-experimental research with a pretest-posttest control group design. The statistical population included all female high school students in Qorveh city in the academic year 2025-2026 (N=1237). Using convenience sampling with random replacement, 30 participants were selected and assigned to experimental and control groups (15 each). The experimental group received eight 60-minute sessions of academic goal-setting training. Data were collected using the Fredricks, Blumenfeld & Paris Academic Engagement Questionnaire (2004) and the Morgan & Jenkins Self-Efficacy Questionnaire (1999), and analyzed using multivariate and univariate analysis of covariance (MANCOVA & ANCOVA). The results indicated that academic goal-setting training had a significant positive effect on academic engagement (F=42.4, P<0.001) and self-efficacy (F=4.4, P=0.01). Moreover, the MANCOVA results showed a significant effect on the linear combination of the two variables (F=37.7, P<0.001). Based on the findings, academic goal-setting training can be used as an effective intervention in schools to enhance students' academic engagement and self-efficacy. It is recommended that this program be incorporated into the educational curriculum of high schools through regular workshops.