Kobra Allahverdiani - Ph.D. Student of Educational Psychology, Islamic Azad University, Tabriz, Iran.
Masoumeh Azemodeh - Assistant Professor, Department of Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
Touraj Hashemi - Professor, Department of Psychology, University of Tabriz, Tabriz. Iran.
Khalil Esmaelpour - Assistant Professor, Department of Psychology, University of Tabriz, Tabriz. Iran

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included ۳۱۱۸۰ female students of the senior of high schools in Tabriz in the academic year of ۲۰۲۱-۲۰۲۲. From this population, ۹۰ students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with ۳۰ participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., ۱۹۹۲). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Academic life skills, Academic motivation, Self-regulation of motivation, Senior high school students