Investigating the Impact of the Getting Things Done Model on Psychological Well-being and Achievement in Iranian EFL University Students

Despite growing recognition of learner well-being in second language acquisition, limited research has examined how structured productivity interventions address affective and cognitive demands in EFL contexts. This explanatory sequential mixed-methods study investigated the impact of the Getting Things Done (GTD) productivity model on psychological well-being (PWB) and academic achievement among Iranian EFL university students. Forty students (۲۰ male and ۲۰ female) from two intact lower-intermediate classes at a Payam-e Noor University branch participated in a ۱۶-session quasi-experimental intervention. The experimental group received GTD instruction integrated into coursework, whereas the control group followed standard instruction. Quantitative data were collected using Ryff’s Psychological Well-Being Scale and a researcher-made achievement test and analyzed using ANCOVA; qualitative data from ۱۳ experimental-group participants were gathered through semistructured interviews and analyzed thematically. The results showed statistically significant differences favoring the experimental group in psychological well-being and academic achievement. The qualitative analysis identified four themes for each outcome: for well-being, reduced mental overload, clearer purpose, enhanced control, and positive feelings resulting from goal completion; for achievement, organized study materials, consistent task management, increased motivation through clear goals, and greater responsibility for learning. The converging findings suggest that structured task-management interventions may benefit both the affective and performance domains of EFL learners in academic contexts.

کلیدواژه ها:

Achievement ، getting things done (GTD) model ، Iranian EFL university students ، productivity intervention ، psychological well-being (PWB)