The Effectiveness of Neuro-Linguistic Programming Training on Emotional Self-Regulation and Academic Motivation of Female Students

Objective: Adolescence is a critical developmental period marked by rapid biological, cognitive, and social changes, during which emotional self-regulation and academic motivation serve as key protective factors for mental health and educational success. The present study aimed to investigate the effectiveness of Neuro-Linguistic Programming (NLP) training on emotional self-regulation and academic motivation of female junior high school students. Method: The research method was quasi-experimental with a pretest-posttest control group design. The statistical population included all female students in District One of the Qazvin Department of Education during the ۲۰۲۴-۲۰۲۵ academic year, from which ۵۰ students were selected using convenience sampling and randomly assigned to an experimental group (n=۲۵) and a control group (n=۲۵). The experimental group received NLP training in twelve ۹۰-minute sessions (one session per week), while the control group received no intervention. Data were collected using the Emotion Regulation Questionnaire (Hofmann & Kashdan, ۲۰۱۰) and the Academic Motivation Scale (Harter, ۱۹۸۰). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA) in SPSS version ۲۵. Findings:The results indicated that NLP training had a significant effect on students' academic motivation (p <.۰۵), but did not have a significant effect on their emotional self-regulation (p >.۰۵).

کلیدواژه ها:

Academic motivation ، emotional self-regulation ، Neuro-Linguistic Programming (NLP)