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Vol. 3 (3), pp. 092-106, April, 2015.
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Global Journal of Psychology and Behavioural Education
Full Length Research Paper
The effect of a training program based on the theory of
rational emotive behaviour therapy in the development
of achievement motivation and perceived self-efficacy
among a sample of students with low academic
self-concept
Firas.G.Tannous
Accepted 15 April, 2015
Abstract
This study aimed at demonstrating the impact of a training program based on the theory of rational
emotive behaviour therapy in the development of achievement motivation and perceived self-efficacy
among a sample of students with low academic self-concept. To answer questions about the study a
sample of eighth and tenth grades primary students were selected, at a private school in the region of
the capital Amman, totalling 38 students, from them 20 students were from eighth grade and 18
students from the tenth grade who had low grades scale in academic self-concept. They were divided
randomly into experimental groups of (19) students exposed to the training program and the other
control group, of (19) students, were not exposed to the program. Three measures were used in the
study: a measure of academic self-concept, the measure of achievement motivation, and the measure
of perceived self=efficacy. Results of the study on the post-test aggregate measure of motivation of
achievement and overall measure of the effectiveness of self-perceived showed an impact from the
training program to improve achievement motivation and perceived self- efficacy among a sample study
in favour of experimental group. Results showed, there were no statistically significant differences at
the level of significance (0.05≥α) of interaction of grade and group achievement on a motivational scale,
and no statistically significant differences at the level of significance (0.05≥α) of interaction of the class
and group on the measure of perceived self-efficacy.
Keywords: The training program, achievement motivation, perceived self-efficacy, academic self-concept.
INTRODUCTION
Self-concept, by many researchers, is considered a key
issue that affects all performances and achievements,
either positively or negatively, as our perception about
ourselves is what gives us the motivation to accomplish
certain goals, the trend, which is often used to link with
achievement motivation, is self-concept (Lawrence &
Vimala, 2013).
Knigge & Hannover (2011), defined self-concept as:
knowledge and theories acquired by individuals about
themselves through their lives, While (Rosenberg)
defines it by: the overall individual thoughts and feelings,
which refers to oneself as a living being (Bong &
Skaalvik, 2003).
Self-concept in nature is divided into academic selfconcept, and non-academic self concept, where the
academic self-concept is related to school subjects, for
example, mathematics, English, etc ..., which includes
the students' attitudes and beliefs and perceptions about
their academic performance, and also includes a
comparison of these trends and skills among the student
himself and his fellow students (Areepattamannil &
Freemam, 2008). This comes to term with what (Matovu,
2012) mentioned that the academic self-concept is the
process of an individual evaluation of the specific
academic fields, or their potential i.e. it is the knowhow to
do their school work and their feelings about themselves
Glob. J. Psychol. Behav. Educ. 093
as learners. The non-academic self-concept consists of
psychological, social and emotional components
(McLnerney, et al, 2012). The academic self-concept is
closely linked to achievement motivation; a study of
(Saadi, et al, 2012) shows a correlation function and
relationship statistically between academic self-concept
and achievement motivation. Also, a study of (Liu, 2010)
shows a strong correlation between academic selfconcept and motivation of all components, in addition, it
shows that the academic self-concept is a powerful
predictor of motivation to learn. The study of (Awan, et al,
2011; Danuta, 2004; Sikhwari, 2014; Lawrence & Vimala,
2013) shows the presence of correlation between
achievement motivation and self-concept and academic
achievement.
It is also worth noting that self-concept closely linked to
self-efficacy where there is common ground between
them, especially with regard to testing and previous
experiences, social comparisons, and feedback, these
commonalities affect the self-concept and self-efficacy in
terms of results achieved on the cognitive, emotional and
behavioral performance of the individual (Bong &
Skaalvik, 2003).
Perceived self-efficacy is defined as people's faith in
their abilities and what leads to productive levels of
performance that exercise influence over events that
affect their lives whereas self-efficacy beliefs determine
how to feel and think and behave and how people
motivate themselves and can also lead to different effects
through meditation, catalysis, conscience, and selection
processes. (Bandura, 1994)
That perceived self-efficacy significantly contribute to
motivation, performance and achievements levels
(Alders, 2011). Therefore, one of the most high impact
factors on learning processes and student learning is
derived from the concepts of self-efficacy and motivation
(Emir, 2010). Therefore, the study of (Sahlol, 2005)
mentioned presence of correlation and statistically
significant relationship between self-efficacy and
achievement motivation among a sample of high school
students in the city of Sanaa (Sana'a) in Yemen, this
relationship was stronger in females than their male
counterparts. Also, the study of (Yusuf, 2011) noted
existence of a correlation between self-efficacy and
achievement motivation and self-organized learning
strategies among a sample of undergraduates.
Bandura also shows that individuals' beliefs about selfeffectiveness affect in a variety of ways, especially with
regard to the actions they take and the choices they
make and the amount of effort to address the obstacles
and failures, as well as cognitive feedbacks and
responses of the emotional reaction about successes and
failures, as well as the achievement levels attained at the
end of the day (Ates, 2011).
Therefore, we found that theorists emphasize the role
of ideas, beliefs and attitudes held by students through
the learning process of being affective in motivation
levels, as well as determining the effectiveness and
success of the individual in focusing his attention and
how to handle information (Alders, 2011). Albert Ellis
presented in his theory known as (REBT) "Rational
emotive behavior theory" a number of irrational ideas and
beliefs considered responsible for many of the
psychological problems of individuals, and which
adversely affect – in some way or another- on selfconcept and the level of motivation among individuals, so
the main goal of the theory of (Ellis) is to determine the
ideas and beliefs of irrationality in the behavior of
individuals and replace it with more logic and rational,
explains (Ellis) within this context, that we are the only
ones responsible for the way in which we decide our
feelings and our actions, as we have, to a great degree
the ability to control our thoughts (Vaida, et al, 2008).
Educational literature indicates the existence of a
number of previous studies relevant to variables of the
present study, where indicated in the study of (Abosi,
2004), which aimed to (investigate the effectiveness of
rational emotive therapy on achievement motivation
among a sample composed of 98 students from schools
in Sapele area in Nigeria) indicate to the presence of
statistically significant differences in the level of
achievement motivation among the experimental groups
and control for the experimental group that received
training on Rational Emotive Therapy. It also showed
results of a study (Owuamanam, et al, 2012), which
aimed to{trace the effect of sex and Family Background
on the effectiveness of the two methods based on
treatment Client Centered Therapy (CCT) and Rational
Emotive Behavior Therapy (REBT) in promoting selfconcept to the author of a sample of 150 adolescents in
the town of Ado Ekiti in Nigeria} show the effectiveness of
both rational emotive behavior therapy and treatment
based therapy on the client in solving self-concept
problems and in favor of the experimental group but with
a higher average for rational emotional behavior therapy.
Also, results showed that self-concept has been
influenced by the variable of gender, in favor of females
in both treatments, while the (Family Background) did not
have any impact. The (Gonzalez, et al, 2004) has
reviewed available research methodology in the
treatment of Rational Emotive Behavioral (REBT) with
children and adolescents through the analysis of nineteen
studies, where the results indicated the presence of a
statistically significant positive effectiveness of rational
emotive behavior therapy on five areas: self-concept,
irrationality, the cumulative rate, anxiety, and disruptive
behavior effect. It also noted the results of a study (Ndidi
& Fidel, 2012), which aimed to, see the impact of rational
emotional behavior therapy (REBT) in the promotion of
self-efficacy among academics who are under threat of
Education at the National Open University of Nigeria
consisting of 135 responsive male and female sample
with ages ranging from 22-51 years, that the impact of
the documented program to the rational emotive behavior
Tannous 094
theory (REBT) in the promotion of self-efficacy was in
favor of the experimental group when compared with the
controlled that were not subject to the program, and also
the results indicated male superiority over females in the
level of self-efficacy, and were in favor of the category
young people aged less than 40 years old, as well as the
fact that the results were on the side of individuals with
higher educational level. While the results of the study
(Bakeer 0.2001), which aimed to (Trace the guidance of a
collective program based on cognitive behavioural
therapy to improve self-concept and achievement
motivation and reduce obsessive behaviour among
undergraduate students in Saudi Arabia) noted the
presence of statistically significant differences in improving selfconcept and achievement motivation and reduce obsessive
behaviour due to the impact of the program and in favour of the
experimental group.
It is noted from the review of previous studies that
some of them have relied to demonstrate the impact of
rational emotive behavior therapy theory (REBT) on
achievement motivation, and others have relied on the
promotion of self-concept or enhance self-efficacy, while
the studies were based on examining the impact of
rational emotive behavior therapy theory (REBT) on
achievement motivation variables, effectiveness of the
self-conscious and academic self-concept is coherent
with each other and still do not receive enough attention,
especially within the Jordanian Environment, hence
came the importance of this study, to demonstrate the
impact of a training program to document Rational
Emotive Behaviour Theory in the development of
achievement motivation and perceived self-efficacy
among a sample of students with low academic selfconcept. The importance of this study are also several
implications
based
in
the following
areas:
Selfacademic concept is closely related to motivation achievement
and effectiveness of self-perception, and because of the role
played by these variables in student performance and
academic achievement it makes this study a center of
attention by students and their parents and the Jordanian
society in general, as we can say that the development of
achievement motivation and perceived self-efficacy of
students will reduce the reluctance to perform tasks and
assignments and thus reduce the chances of dropping
out and absences or even leaving the school and will also
reduce the incidence of classroom problems and improve
teachers relationship with students and help students
achieve their goals, that they aspire to attain. Also,
highlighted in the importance of this study is to take into
account the stage of adolescence, especially because
some teens may face problems in the concept of academic
self-awareness and effectiveness towards themselves as a
result of the special stage of adolescence and the consequent
formation of negative self concept.
Questions of the Study
The current study seeks to answer the following
questions:
1. Are there differences of statistical significance
difference of the effect of the training program in
developing achievement motivation among a sample of
students with a low academic self-concept?
2. Are there differences of statistical significance of the
effect of the training program in developing achievement
motivation among a sample of students with low
academic self-concept due to the variables class and
group and the interaction between them on the post-test
and follow-up?
3. Are there differences of statistical significance of the
effect of the training program in developing the effect of
self-perception in a sample of students with low academic
self-concept?
4. Are there differences of statistical significance of the
impact of the training program in developing the effect of
self-perception in a sample of students with low academic
self-concept attributed to variables of class and group
and the interaction between them on the post-test and
follow-up?
METHOD AND PROCEDURES
Population of the Study and its Sample:
The study sample consisted of grade eighth and tenth
elementary students at a private school in the region of
the capital, Amman, totaling 344 students, an average of
178 students in the eighth grade and 166 students in the
tenth grade. The academic self-concept scale was
applied to them so as to prepare students obtaining a
grade ranging between (20-50) with low academic self
concept, accordingly the sample consisted of (38)
students, amongst them (20) students from eighth grade
and 18 students from the tenth grade, who received low
grades on an academic self concept scale and make up
(11.046%) of the number overall. Table 1 shows the
distribution of the study sample according to the
variables, class and group.
Tools of the Study
1-Academic self-concept scale: ASCQ = Academic Self
Concept Questionnaire have been prepared using the
original scale by Liu and Wang (Liu & Wang, 2005) that
was mentioned in (Matovu, 2012) and include the macro
subgroup metrics: academic confidence and academic
effort. Academic confidence assesses the feelings of
students and perceptions about their academic
competence and, academic effort examines the students
and their participation commitment and interest in school
work.
Each of the two scale sections include10
paragraphs to measure academic self-concept where both
positive and negative paragraphs have been incorporated in
measure to avoid the same answers from students. The items
used to scale the first subgroup (academic confidence) were:
1, 3, 5, 7, 9, 11, 13, 15, 17 and 19), while the items used
Glob. J. Psychol. Behav. Educ. 095
Table 1: The study sample distribution according to the variables of class and group
Class
Total
Eighth
Tenth
Total
Experimental
11
8
19
Control
9
10
19
Total
20
18
38
Table 2: Pearson correlation coefficient between the items self-efficacy scale and the total
score of the scale of the first exploratory sample application
Item Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Pearson correlation coefficient
0.683 *
0.560 *
0.418*
0.611
0.691*
0.545*
0.465*
0.495*
0.553*
0.625*
*Statistically significant link at the level of (0.05≥α).
to scale the second subgroup (academic effort) were: 2,
4, 6, 8, 10, 12, 14, 16, 18 and 20). Since the validity and
reliability of the scale has been verified in previous
studies conducted in Singapore, where the value of
Cronbach's alpha stability coefficient was between (0.71 0.89) and also noted in the results of (Matovu, 2012) that
the study tool has credibility and stability of 0.795 and
0.802 respectively. With regard to correcting the
measurement, it follows the graded quintet answer
(strongly disagree, disagree, neutral, disagree, strongly
disagree) and these are given the alternative following
degrees respectively (1, 2, 3, 4, 5).
2- Perceived self-efficacy scale: this measurement is
prepared by Schwarzer, 1993 and noted in Sahlol, 2005
as a tool to identify the level of self-efficacy among
individuals in different positions, and consists of a scale
of ten items scaled on grades of four alternatives :( rarely,
sometimes, often, always) and these are given the
following alternative degrees respectively (1.2, 3, 4).
Schwarzer has extracted signs of sincerity scale by
calculating the correlation of each item with the overall
scale coefficient ranging between (0.54 - 0.75), as was
extracted signs of stability scale which reached high
reliability coefficients ranging between (0.78 - 0.91), as
for Sahlol, 2005 he extracted signs of stability scale
through the test and re-test method and applied it to a
sample of (60) students in grade 12, where the value of
the coefficient correlation between the scores of students
in the two applications was (0.78), and Sahlol also
extracted Cronbach's alpha coefficient as an indicator of
the internal consistency of the scale and worth (0.76).
Validity and Reliability of the Study
To ensure the validity and reliability of the scale, the
researcher of the present study extracted the Pearson
correlation coefficients between the items scale and the
total score of scale as illustrates in Table 2.
Evidenced, by the Pearson correlation coefficients, is a
presence of positive and statistically significant correlation
coefficients at (0.05≥α), and the correlation coefficients ranged
between (0.465) at item (7), and (0.691) at item (5).
As was also extracted, the Pearson correlation
coefficient between the two tests (test and re-test) on
self-efficacy scale as illustrates in Table 3.
The value of the Pearson correlation coefficient between
the total scale to measure self- efficacy of the first
application exploratory sample and the total scale of the
second application exploratory sample reached (0.793)
and it is statistically significant correlation at the level of
significance (0.05≥α).
Notes from Data Table 4, the average performance is very
close between the two applications (testing, re-testing) it
reached the arithmetic average overall score on the test
(3.44) and standard deviation (0.18) and the re-test (3.43)
a standard deviation of (0.19). As the test (v) results
proved the lack of differences between the (test, re-test)
statistically significant at the level of (0.05≥α).
Tannous 096
Table 3: Results of the Pearson correlation coefficient between the two tests (test and re-test) on the selfefficacy scale
Statistical
significance
Pearson
correlation
coefficient
Number
0.000
0.793*
32
Test and re-test
* Statistically significant link at the level of (0.05≥α).
Table 4: T-test to test for the difference between the total scale for the measurement of self- efficacy of the first
application exploratory sample and the total scale for the measurement of the second application exploratory sample
Statistical
significance
Degrees
of
freedom
Calculated (T)
value
0.908
30
0.117
Standard
deviation
Arithmetic
average
Application
0.18
3.44
Test
0.19
3.43
Re-test
Table 5: Pearson correlation between the vertebrae achievement motivation scale factor and the total score of the
scale of the first exploratory sample application
Pearson
correlation
coefficient
0.683*
Item number
Item number
18.
Pearson
correlation
coefficient
0.583*
0.560*
0.718*
0.608*
0.688*
0.598*
0.577*
19.
20.
21.
22.
23.
24.
0.540*
0.618*
0.611*
0.631*
0.545*
0.465*
2.
3.
4.
5.
6.
7.
0.495*
0.654*
0.661*
0.681*
0.645*
25.
26.
27.
28.
29.
0.494*
0.553*
0.625*
0.671*
0.565*
8.
9.
10.
11.
12.
0.567*
0.791*
0.702*
0.665*
30.
31.
32.
33.
0.463*
0.485*
0.696*
0.565*
13.
14.
15.
16.
0.495*
17.
1.
* Statistically significant link at the level of (0.05≥ α
3. Achievement motivation scale: the achievement
motivation that was prepared by (Awad, 2004) mentioned
by (Al- Mobasheir, 2009) was used on the Kuwaiti
environment, and the scale portrayed on it consists of 42
items distributed among the three dimensions of
achievement
motivation,
and
they
are:
after
perseverance, (measured by16 items), after ambition
(measured by 14 items), and after achieving the goal
trying to be achieved (measured by 12 items). The
Glob. J. Psychol. Behav. Educ. 097
Table 6: Results of the Pearson correlation coefficient between the two tests (test and re-test) on achievement
motivation scale
Statistical
significance
Pearson correlation
coefficient
Number
Testing and retesting
0.000*
0.747
32
*Statistically significant at the level of (0.05≥α).
Table 7: T-test to test for differences between the total scale for the measurement of achievement motivation for the
first application exploratory sample and the total scale for the measurement of the second application exploratory
sample
Application
Arithmetic
average
Standard
deviation
First
4.29
0.08
Second
4.30
0.10
measurement of items were positive with the exception of
four items, that were negative, and they are items (10,
19, 22, 26), the scale enjoyed connotations of sincerity
and stability accepted in the Kuwaiti environment, where
the signs of sincerity (constructive sincerity) to the three
dimensions of the scale were (0.88, 0.87, 0.85)
respectively, whereas, the internal consistency coefficient
of the three dimensions of the scale factor were (0.73,
0.76, 0.77), respectively. (Al-mobashir.2009) reviewed
the scale to fit with the Jordanian environment, where the
scale was shown to ten jurisdiction arbitrators to the
check appropriateness of the items scale, for tenth grade
level students; and the clarity of its items, formulation and
suitability of the dimensions of the scale. The arbitrators
agreed on the appropriateness of the scale for the
purposes of this study, items were modified and
formulated, in addition to deletion of 9 items until its
measure, in its final form, consisted of 33 items, spread
over three dimensions, namely after perseverance
measured by 13 items, and the items are from (1-13),
after ambition measured by 10 items, and the items are
from (14-23) and after achieving the goal trying to be
achieved measured by 10 items, and the items are from
(24-33) and all the items of the scale were positive, Also
the internal consistency was extracted of the dimensions
of the achievement motivation scale according to
answers of members of the study using Cronbach's alpha
equation and the reliability coefficient for all the
dimensions of achievement motivation was acceptable,
with a value of (0.87) for after perseverance, and (0.83)
for after ambition, and (0.89) for after achieving the goal
trying to be achieved. Regarding the way of
Calculated
(T) value
Degrees
freedom
0.223
31
of
Statistical
significance
0.845
measurement correction, Quintet answer gradual trace
was used (always, often, sometimes, rarely, never) and
these were given the following grades respectively (5.4,
3, 2.1).
To ensure the sincerity and stability of the scale, the
researcher of the present study extracted Pearson
correlation coefficient between the items scale and the
total score of the scale as illustrates in Table 5 illustrates.
We noticed through Pearson correlation coefficients the
presence of
positive and statistically significant
correlation coefficients at (0.05≥α), and the correlation
coefficients ranged between values (0.463) at item 13,
and (0.791), at item 31.
As was also extracted, the Pearson correlation coefficient
between the two tests (test and re-test) on achievement
motivation as illustrates in Table 6.
The value of the Pearson correlation coefficient
between the total scale to measure achievement
motivation for the first application exploratory sample and
the total scale of the second application exploratory
sample reached (0.747), and it is statistically significant
correlation at the level of significance value (0.05≥α).
Notes from Data Table 7, the average performance is
very close between the two applications (testing, retesting), it reached the arithmetic average overall score
on the test (4.29) and standard deviation (0.08) and the
re-test (4.30) and standard deviation of (0.10). As the test
(t) results proved lack of differences between the (test,
re-test) statistically significant at the level of (0.05≥α).
4 – The training program: The training program is
based on the basis of educational literature and
Tannous 098
previously related studies, the program in its initial image
consists of fifteen sessions, each one lasts for an hour
and fifteen minutes, including a range of activities and
exercises. The program was presented to a group of
specialist arbitrators from, totaling (9) arbitrators, to
express their views about the validity of the application of
the program, suggestions and opinions of arbitrators
were taken by an agreement rate of 80% where the
program was in its final form and consisted of thirteen
session, each lasting 60 minutes, and the number of
activities and exercises were reduced in each session,
consistent with the duration of the program sessions.
The program is based on the rational emotive
behavior theory, therefore, it aims to change irrational
knowledge, ideas and beliefs that led to the problem (low
academic self-concept) and replace it with more logic
and rational using techniques, strategies and skills of
rational emotive behavior therapy theory and propose
principles and new ways of thinking to change the
thinking of irrationality among a sample model on the
basis that wrong and irrational thinking are the reason for
the problems. The program is based on the following
assumptions:
- The cognitive processes play a positive role in the
development of achievement motivation and -perceived
self-efficacy among students.
- The cognitive deficits can cause a breach of emotions
and behaviors, so wrong thinking is the reason for the low
academic self-concept.
- The program is designed for the development of
achievement motivation and self-perceived self-efficacy
for a study sample with low academic self-concept.
members of the group expectations from the training
program, and then answers their questions.
The second Session: this session includes enabling
members to recognize the negative effects of the
adoption of irrational ideas and beliefs on their motivation
for achievement and their perceived efficacy towards
themselves. The trainer asks questions that are designed
to recognize students' patterns of distorted thinking and
irrationality, for example: Do you think that your exposure
to new and sudden situations is from the difficult
problems
that
you
cannot
address?
Give
your perceptions about not being able to perform your
school homework on time, while your class fellows can.
The third session: this session enables members
to understand the relationship between the event, thought
and behavior resulting from using the beliefs analysis
model (ABCDE) for the theory of rational emotive
behavior therapy. This session also includes a definition,
for the members, about the eleven irrational ideas in
rational emotive behavior therapy theory.
The fourth session: in this session the trainer clarifies
the Socratic meaningful dialogue method to resist and
refute irrational ideas (D), by asking the following
questions to the members: What will happen if you are
not able to get high grades in school? Does this mean
you are have less intelligence than your fellow classmate
in school, what is your evidence for this? Or does this
prevent you from having confidence in your abilities to
achieve success? And after this the trainer discusses
with the students the illogic of those ideas.
Duration of the program:
The duration of the training program is based on the
number of training sessions of the program, which
amount to thirteen sessions, that was based on the
assumptions of the rational emotive behavior therapy
theory and would develop achievement motivation and
perceived self-efficacy in a sample study, and the
program has included a number of sessions aimed at an
estimated period of four weeks, consisting of almost three
meetings per week taking into consideration that a single
session duration is 60 minutes.
Summary of Program Sessions
The first session: this session allows the trainer to get a
chance to acquaint himself and the members of the group
with an emphasis on the principle of confidentiality and
the need for mutual respect and cooperation between
members of the group, it also benefits the members
trainer on program topics by providing a brief overview on
the concepts of achievement motivation and perceived
self-efficacy and rational emotive behavior therapy theory
and academic self-concept. Also the trainer discusses the
The fifth session: this session includes meeting the
trainer asking some rational and meaningful ideas to
rebuild knowledge, including, but not limited to:
perseverance and effort helps me inevitably to get high
grades and prove my efficiency in front of my class
fellows and teachers, the ability to be patient and endure
hardship will motivate me to achieve my goals and my
intentions and will enable me to fulfill my goals and
intentions and will enable me to fulfill my duties on time, my
ability to handle responsibility will make me find a solution to
every problem that faces me, effectively. Such statements
encourage students to correct misunderstandings and teach a
logical and rational way of thinking.
The sixth session: This session aims to train the
members with positive self-talk by role playing strategy,
the trainer represents a position where he speaks with
himself negatively and then takes the opposite role of
responding positively. And this is to show members of the
group the weakness that lies in irrational thoughts caused by
negative talk with oneself.
The seventh session: in this session the trainer shows
the members that certain behaviors help the individual to
Glob. J. Psychol. Behav. Educ. 099
adopt rational ideas and contribute to increase both, the
achievement motivation and perceived self-efficacy they
have, examples: If I was surprised by an unexpected
situation I know how to react – look at difficulties easily
by always depending on my self-abilities – if difficulty
intercepts me in my study I insist on reaching my goals.
The eighth session: in this session the coach explains
to the group members that progression is in according to
steps to solve the problem (identify the problem, and then
collect information about it, and generate alternatives and
propose solutions, followed to ensure the effectiveness of
alternatives and solutions, and then choose the solution
or a suitable alternative to arrive at a solution to the
problem) this would develop achievement motivation and
perceived self-efficacy they have and contribute to the
improvement of academic self-concept they have. For
example the trainer asks one of the members to review
some of the problems that contributed to the low
academic self-concept they have, then asks the rest of
the members of the group to progress according to the
steps to solve the problem to come up with some
alternatives and solutions that aim to develop of
achievement motivation and perceived self-efficacy, with
the intent to improve academic self-concept the member
has. Then repeat the process with another member, and
so on.
The ninth session: this session aims to enable members
to discover and change the ideal demands, where the
trainer shows the members that there are some phrases
and sentences such as: no doubt, must, it is necessary, it
is supposed to ... etc., that may be derived from irrational
ideas and perfect demands create a gap between the link
of individual and his reality therefore, take into account,
modifying and replacing these phrases with more logical
and realistic terms , such as: I will try to make more effort
in my studies ..., if I got low marks this motivates me to
work to intensify my time studying, in order to fulfill my
goals and ambitions…, practicing some relaxation
exercises will provide me, with the ability, to show my
projects in front of my colleagues in the class room.
The tenth and eleventh session: this session is aimed
at activating the motivation dimensions for achievement
(perseverance, ambition, and the existence of an aim
intended to be achieved) among members of the group
and emphasis of these dimensions on the impact to resist
irrational thoughts. Where the trainer emphasizes the
group members that the use of rational phrases such as:
(I put forward a plan and aim to achieve it, I aim to be
from the outstanding students in my class, do my best to
overcome difficulties faced in my studies ...) will develop
a persevering motive. The trainer also praises the role of
rational ideas in developing ambitious motives in
members of the group through the use of some of the
following phrases and sentences: I look forward to the
development of my future, I possess the ability to take
responsibility, I evaluate my achievements according to
results I get. The trainer shows members that there is a
target to achieve, and this target is one of the dimensions
that are based on achievement motivation, and some
phrases that indicate the content of this dimension are: I
hope that I may have prestige in the community, I feel the
usefulness of my studies, I start studying without any one
asking me to.
The twelfth session: in this session the aim is to provide
members with some phrases and sentences aimed at
developing their perceived self-efficacy and to
emphasize the role of such phrases in resisting the
development of irrational ideas, examples of these
phrases are: When I face a problem I know how to get
rid of it easily, because I possess many ideas to help me
to resolve it, I look at the difficulties simply, because I
always depend on my self-abilities, I can solve difficult
problems if I make enough effort, if I am surprised by an
unexpected situation I know what to do. After that,
members are informed the program sessions will come to
an end at the end of the next session.
The thirteenth session: in this final meeting all the
strategies and skills that have been addressed in
previous sessions are reviewed, to identify the extent that
members are able to deal with strategies; comments
about the program and how members benefited from it
are given, then all inquiries and questions are answered
and feedback is given, and members are thanked for
their commitment to the program and praised and finally
there are farewells.
RESULTS OF THE STUDY
Answer to the first question: Are there statistically
significant differences on the effect of the training
program in developing achievement motivation among a
sample of students with low academic self-concept?
To answer the first question the averages and standard
deviations are calculated on the two applications pre and
post test, for both the control and experimental groups as
illustrates in Table 8.
The arithmetic mean for the performance of the
controlled group, on the pre-test, was (61.00) and the
standard deviation (4.68), and on the post-test the
arithmetic mean was (62.63) and the standard deviation
(5.24). While the arithmetic mean of the experimental
group, on the pre-test was (61.47) and the standard
deviation (7.40) and on the post-test the arithmetic mean
was (106.84) and the standard deviation (6.41).
We note, from table 8, improvement in performance on
the test for the experimental group that may be attributed
to the training program and these differences are
apparent. To know the significant difference between the
Tannous 100
Table 8: Averages and standard deviations of the scores on achievement motivation for the two applications, pre and post test, for both experimental
and control groups
Total
Standard
deviation
average
Post-test
Standard
deviation
Pre-test
Standard
deviation
average
Number of
group
members
average
Group
Achievement
Motivation
4.97
61.82
5.24
62.63
4.68
61.00
23.98
84.16
6.41
106.84
7.40
61.47
19
Controlled
Experimental
19
Table 9: The results of the analysis of covariance (ANCOVA) to test differences
statistical
significance
Calculated
P value
Average of
squares
Degree of
freedom
Sum
of
squares
Source of
variation
0.004*
9.685
267.220
1
267.220
Previous
0.000*
665.602
18365.437
1
18365.437
Group
27.592
35
965.727
Error
38
292654.000
Total
* Statistically significant difference at the level of(0.05≥α).
Table 10: Arithmetic averages and standard deviations of the degrees of perceived self-efficacy measure, for the applications pre
and post tests, and for both the experimental and control groups
Total
Standard
deviation
average
Post-test
Standard
deviation
Pre-test
average
Standard
deviation
average
Number of
group
members
Group
Perceived
self-efficacy
2.46
16.74
2.47
17.11
8.93
24.03
4.14
32.21
2.45
2.34
averages of the post-test for both the experimental and
control group, analysis of covariance (ANCOVA) was
used by verifying the effect of the previous measurement.
Results of the covariance analysis shows there is a
statistically significant difference is at the level of
significance (0.05≥α) between the performance, of the
experimental and control groups, on achievement
motivation, the calculated value of (P) reached (261.265)
and its statistical significance (0.000), and from the
averages described in Table 8, we find that the
performance of the experimental group students on the
post-test reached (106.84) whereas the performance of
students of the control group reached (62.63).
The answer to the second question: Are there statistically
significant differences from the effect of the training program in
development of perceived self-efficacy in a sample of
students with low academic self- concept?
16.37
15.84
19
19
Controlled
Experimental
To answer this question both arithmetic averages and
standard deviations, on the two applications pre and post
test; for both the control and experimental groups, were
calculated as illustrated in Table 10.
The arithmetic average of the performance of the
control group on the pre-test reached (16.37) and
standard deviation (2.45) and on the post-test the
arithmetic average reached (17.11) and standard
deviation (2.47), while the average of the experimental
group on the pre-test reached (15.84) and standard
deviation (2.34) and the on the post-test the arithmetic
average reached (32.21) and standard deviation (4.14). It
is apparent from this that an improvement in performance
on the experimental group occurred, that may be
attributed to the training program, and these differences
are apparent. To know the significant differences
between the averages of the post test for both the
experimental and control group, analysis of covariance
Glob. J. Psychol. Behav. Educ. 101
Table 11: The results of the analysis of covariance (ANCOVA) to test for differences
statistical
significance
Calculated P
value
Average
squares
of
Degree
freedom
of
Sum
squares
of
Source
variation
0.424
0.655
7.691
1
7.691
Previous
0.000*
184.613
2169.238
1
2169.238
Group
11.750
35
411.257
Error
38
25691.000
Total
of
*Statistically significant difference at the level of (0.05≥α).
Table 12: Averages and standard deviations of scores on achievement motivation scale in measuring pre and post
depending on the variables of the group and grade
Post-test
Pre-test
Measurement
Variables
Standard
deviation
Arithmetic
average
Standard
deviation
Arithmetic average
6.41
106.84
7.40
61.47
Experimental
5.24
62.63
4.68
61.00
Controlled
21.7
84.90
6.66
59.40
Eighth
25.24
84.56
4.84
63.28
Tenth
Group
Class
(ANCOVA) by verifying the effect of the previous test
(Table 11).
Results of the analysis of covariance show a
statistically significant difference at the level of
significance (0.05≥α) between the performance of the two
groups on perceived self-efficacy, the value of (P)
calculated reached (184.613) and its statistical
significance (0.000), and from the averages shown in
Table 10, we find that performance of the students of the
experimental group on the post-test reached (32.21),
while it reached (17.11) for the students of the control
group.
The answer to the third question: Is there a statistically
significant difference on the effect of the training program
in the development of achievement motivation among a
sample of students with low academic self-concept
depending on the variables, class and group, and the
interaction between them on the post- test and follow-up
measure?
It is apparent from Table 12, there is a difference
between the average scores of the experimental and
control groups on the measure of achievement
motivation, in post-test measure where average scores of
the control groups for the total sample (eighth and tenth)
reached(62.63) while the average scores of the
experimental group for the total sample reached (106.84
), also it can be seen that there is a convergence
between the average scores of eighth and tenth grades
on the achievement motivation scale, where the average
eighth-grade score reached(84.90) whereas, the average
score of the tenth grade reached (84.56).
To know the significance of these differences between
the average scores of both groups, experimental and
control; and the average scores of eighth and tenth
grades, as well as knowing the impact of the interaction
between the group and grade on achievement motivation
scale in the post-test measurement with validity of the
impact of pre-test measurement, analysis of covariance
(ANCOVA) was used.
It can be seen from the Table 13, with respect to the
differences between the experimental and control groups
in achievement motivation, that there are statistically
significant differences, as the calculated value of (P)
reached (764.540) and its standard deviation (0.000); and
looking back at the averages table, we note that, the
Tannous 102
Table 13: Covariance analysis ((ANCOVA) to signify the differences between the average achievement motivation
measure in the post-test measurement, depending on the group and the class; and the interaction between them
statistical
significance
Calculated P
value
Average
squares
0.034
4.905
118.438
1
118.438
Previous
0.000*
794.540
18462.088
1
18462.088
Group
0.072
3.443
83.152
1
83.152
Grade
0.054
4.002
of
Degree
freedom
of
Sum
squares
of
Source
variation
of
96.638
1
96.638
Interaction
between
grade
and
group
24.148
33
796.882
Error
38
292654.000
Total
*statistically significant difference at the level of (0.05≥α)
Table 14: Averages and standard deviations of the scores on the perceived self-efficacy scale in measuring pre and post depending on
the variables, group and class
Post-test
Pre-test
Measurement
Variables
Standard
deviation
Arithmetic
average
Standard
deviation
Arithmetic
average
4.14
32.21
2.34
15.83
Experimental
2.47
17.11
2.45
16.37
Controlled
6.48
24.00
2.26
15.600
Eighth
Group
Class
10.20
25.39
2.45
average performance of the experimental group reached
(106.84), higher than the performance of the control
group that reached (62.63).
Regarding the significant differences between the
eighth and tenth grades in achievement motivation, it is
clear from the table (13) that the difference is not
statistically significant, reaching a calculated value of
(3.443); and its statistical significance (0.072), suggesting
the absence of a difference in the impact of the program,
attributed to the class.
Regarding the significant differences of the grade and
group interaction in achievement motivation, it is clear
from the Table 13 that the difference is not statistically
significant, reaching a calculated value of (4.002) and its
16.67
Tenth
statistical significance (0.054), suggesting the absence of
a difference in the impact of the program due to the
interaction of the group and class.
The answer to question four: Is there a statistically
significant difference for the effect of the training program
in developing perceived self-efficacy in a sample of
students with low academic self-concept, depending on
the variables group and class and the interaction
between them on the post measure and follow-up?
It can be seen from Table.14, that there is a difference,
between the average scores of the experimental and
control groups, on perceived self-efficacy measure; in the
post measure the average scores of the control for the
Glob. J. Psychol. Behav. Educ. 103
Table 15: Covariance analysis (ANCOVA) to signify the differences between the average scores on the self-perceived
measure in the post-test measure scale depending on the group and the class and the interaction between them
statistical
significance
Calculated P
value
Average
squares
0.838
0.043
0.224
1
0.224
Previous
0.000*
432.895
2278.438
1
2278.438
Group
0.000*
15.551
81.851
1
81.851
Grade
0.000*
30.282
of
Degree
freedom
of
Sum
squares
of
Source
variation
of
159.381
1
159.381
Interaction
between
grade
and
group
5.263
33
173.688
Error
38
25691.000
Total
*statistically significant differences at the level of (0.05≥α).
total sample (eighth and tenth) reached (17.11) while the
average scores of the experimental group for the total
sample reached (32.21); it can also be seen that there is
a convergence between the average scores of the eighth
and tenth grades on perceived self-efficacy scale, where
the average eighth-grade scores reached (24.00) while
the average scores of the tenth grade reached (25.39).
To know the significance of these differences between the
average scores of both the experimental and control groups and
the average scores of the eighth and tenth grades; as well as
knowledge of the impact of the interaction between the group
and the class on perceived self-efficacy scale, for the post-test
with the validity of the impact of pre-test measure analysis of
covariance
(ANCOVA)
was
used.
It can be seen from Table 15, with respect to the differences
between both the experimental and control groups,
statistically significant differences in perceived self
efficacy; the calculated value of (P) reached (432.895)
and its statistical significance (0.000); and going back to
the averages table, we note that the average
performance of the experimental group reached (32.21)
and is higher than the performance of the control group,
that reached (17.11).
With respect to the significant differences between the eighth
and tenth grades in perceived self-efficacy it is clear from table
(15) that there is a statistically significant difference, reaching
a calculated value of (15.551) and its statistical
significance (0.000); and by reference to the averages we
note that the average performance of eighth grade
students reached (24.00) and the average performance
of the tenth grade students (25.39).
With respect to the significant differences of grade and
group interaction in perceived self-efficacy, it is clear from
the table (15) that there is a statistically significant
difference, reaching a calculated value of (30.282) and its
statistical significance(0.054), suggesting the existence of
a difference in the impact of the program due to the
interaction of the group and grade.
DISCUSSION OF THE RESULTS
The results revealed no statistically significant differences
at the level of significance (α ≥ 0.05) in performance
between the experimental and control groups in favor of
the experimental group due to the training program,
which would develop achievement motivation and the
perceived self- efficacy among members of the
experimental group. Perhaps this can be explained
because the procedures and exercises included in the
program have been based on the principles and
techniques of rational emotive behavior therapy creating
an opportunity for members of the experimental group to
be aware that wrong thinking is the reason behind
problems and psychological problems and can be
modified with the Alice theory methods and techniques
and represented on the beliefs analysis model (ABCDE).
Positive self-talk, self-assertion, improved psychological
and emotional compatibility, changing the ideal demands
and re-linking the individual with reality; reversing roles
and the way to solve problems so that collective work is
according to the program sessions gave participants the
freedom and enthusiasm and openness to debate,
especially with the presence of a supportive and safe
environment and the researcher's interaction with the
target sample, created a positive impact on the level of
motivation through feedback, presentations, homework,
Tannous 104
dialogue and discussion rather than passively receiving.
Also, the program included some of training and thinking
activities and put problematic situations targeting the
three
achievement
motivation
dimensions
of
(perseverance - ambition - the existence of an objective
sought to be achieved) and the members of the
experimental group may have contributed to how to
employ rational ideas to overcome the difficulties they
may face in their studies and the ability to be patient and
withstand the rigors of the study, and strive to achieve
success through their confidence in their abilities and
their quest to develop a future plan to develop their future
and scientific knowledge, as well as their eagerness to
speed completion of work and tasks required from them
and seek to take the lead in study and a sense of
usefulness, rather than lack of hesitation in the
implementation of creative ideas, to have a prestigious
opportunity in the society.
It is worth mentioning that the change of knowledge
and ideas and beliefs irrationality among members of the
experimental group had reflected positively on their
perceived effectiveness about themselves and here are
some phrases that were received from members of the
study sample – Experimental -: (I no longer care what
happens to me from problems and difficulties because I
am able to face them) (... and I now feel that I am
capable to find effective solutions to every problem I
face), (I now have many ideas to achieve what I want),
(everyone can achieve their objectives and goals only if
they employ their self-abilities). And so the result of the
current study agrees with the study of both (Abosi, 2004;
Bakeer, 2001; Nididi & Fidel, 2012) that showed, in their
results, the presence of the effect of the training
programs in developing achievement motivation and selfefficacy in favor of the members of the experimental
group.
Through follow-up, class teachers have pointed out the
experimental study samples progress, clear and
concrete, in the level of academic self-concept they have
and has had a positive impact reflected on their
motivation to complete and their perceived effectiveness
towards themselves and have become more eager to
show positive behaviors represented, by some not being
absent or late for school, and performing assignments on
time and preparing well for tests, and beginning study
without asking them to do so, some showed participation
behavior in classroom and school activities; and proper
communication with colleagues in grade, while some of
them showed behavior related to confirmation, moreover
there was acceptance of others
affection and
compassion and concern for what others felt. The present
study results agree with the studies of (Owuamanam,
et.al, 2012; Gonzalez, et.al, 2004; Bakeer, 2001). Their
results showed presence of the impact of training
programs in self-concept development and in favor
members
of
the
experimental
group.
Also, shown from the results of the study, there were no
statistically significant differences at the level of
significance (0.05≥α) of the interaction of the class and
group on achievement motivation scale, and this can be
explained by the fact that the training program
environment, as well as the application conditions
represented by the nature of the activities and exercises
and education attitudes, are equal for both grades (eighth
and ten).The program pursued to, pay and turn members
attention to the importance of daily attendance to school,
listening in class, writing notes, raise their enthusiasm to
produce their homework on time, to study for tests,
complete homework, determination to persevere,
challenge in completing difficult tasks and strive to
achieve superiority success, and were an effective effect
of increasing their achievement motivation.
While the results showed the presence of a statistically
significant effect at the level of significance (0.05≥α) of
the interaction between the class and group perceived
self-efficacy measure, where the program effected the
tenth grade students more than the eighth grade
students, perhaps this is due to perceived self-efficacy
sometimes varying among students through the transition
of grades; where students become more aware and
aquire higher self-perceptions with advancing age
because of progress and maturity in the level of cognitive
processes - mentality of the individual, and that exposure
to more and more experiments and previous experiences
may leave a positive impact on how the individual
benefits from previous mishaps and errors and avoided
them near future, subsequently the individual becomes
aware and more familiar and may avoided falling into
previous obstacles and pitfalls, and this in turn
contributes positively towards in perceived effectiveness
in oneself.
CONCLUSION
The present study aimed to demonstrate the impact of a
training program based on the rational emotive behaviour
theory in the development of achievement motivation and
perceived self-efficacy among a sample of students with
low academic self-concept. The results showed the
impact of the program in the development of achievement
motivation and perceived self- efficacy among the study
sample and in favour of the experimental group, and in
the light of this result the current study recommends that
competent and responsible authorities in educational
institutions, draw their view to counsellors and specialist
psychologists about the importance of taking the training
program based on rational emotive behaviour therapy
theory, as well as reminding them of the usefulness of
training students positive self-talk techniques during
collective guidance in classes as a precaution to help
students to confront and resist irrational thoughts that
may encounter during their educational journey.
Based on the results of the current study, we can say that
Glob. J. Psychol. Behav. Educ. 105
both, achievement motivation and perceived self-efficacy
are pre-requisites to make a in the students' academic
profile about themselves. Therefore, this study calls on
the role of teachers and counsellors to motivate students
and encourage their achievements and urge them to
have initiative, make effort, encourage them to participate
in extracurricular activities, interest them to subjects
using the methods of discussion; dialogue and
presentations, as well as enhance the strengths of the
students and work on the development of their
weaknesses, stay away from authoritarian and bias
methods in dealing with students and avoid
underestimating their abilities and creative ideas, rather
help them reach their goals and their wishes and draw
future scientific and academic knowledge through school
trips. Such things enables teachers from taking the
student and moving him forward toward good and
satisfactory perceived self-efficacy, as well as generates
high achievement motivation, reduces absenteeism or
dropping out of school and reduces a lot of psychological
and academic problems and raises their academic
conception about themselves.
Results of the study also showed that there were no
statistically significant differences at the level of
significance (0.05≥α) due to the interaction of the class
and group achievement motivation scale, and this is what
calls to the need to think about the importance of
providing programs, courses and workshops, and the
decisions of extra credit from official bodies including
activities and exercises and applications allowing
students from different grades to show their
achievements and abilities and their projects and their
work through methodological and extracurricular activities
within the campus and beyond. Also, to motivate them to
strive for reflection and research and investigation
outside the boundaries of the course, where student
encouragement (regardless of their class level) that he
put himself in the researchers position that seeks to
develop himself and hone his skills and abilities,
inevitably and undoubtedly provoke achievement
motivated and cultivate it. Also, it should draw the
attention of teachers and counsellors that motivated
achievement development of the students are not limited
to a specific age or grade, therefore, motivate students to
participate, debate and dialogue, inquiry and investigation
,prepare research and laboratory experiments, provide
presentations and participate in student councils and
school committees, classroom radio sessions and the
reincarnation of the role of the small teacher will help the
student to love school and develop his achievement
motivation.
Results of the study also showed no statistically
significant differences at the level of significance (0.05≥α)
due to the interaction of the class and group for perceived
self-efficacy in favor higher scale for grade (students in
the tenth grade), so the current study recommends, the
need for comparative studies in the level of perceived
self- effectiveness for a variety of samples of primary,
secondary and university for knowledge for the benefit of
any class to be higher. And also conduct studies
including tracing perceived self-efficacy in the difference
of sex and grade and what learning specializations the
students have. And also, a study to know, the level of
self-efficacy of students with special needs, depending on
their grade or educational qualification.
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