The Effectiveness of Training on Meta-Motivation in Academic Delay of Gratification Among Students at the Faculty of Education, Al-Azhar University

Abd El Haleem, Mohamed

doi:10.21608/jsrep.2022.281052

The Effectiveness of Training on Meta-Motivation in Academic Delay of Gratification Among Students at the Faculty of Education, Al-Azhar University

Document Type : Original Article

Author

Mohamed abd el haleem

Department of Educational Psychology, Faculty of Education, Al-Azhar University, Cairo.

10.21608/jsrep.2022.281052

Abstract

The research aimed at experimentally identify the effectiveness of training on the meta-motivation dimensions in academic delay of gratification among students at the Faculty of Education, Al-Azhar University. The participants, totaling (29), were chosen from Department of Special Education, Faculty of Education, Al-Azhar University. The researcher utilized the following instruments: the meta-motivation based training program, academic delay of gratification prepared by (Bembenutty; Karabenick, 1998) and translated by (Hassan, 2008). The data were statistically analyzed by paired-samples T-test and Eta squared for measuring the effect size. The research showed that there was statistically significant difference at the level (0.01) between the mean scores of the pretest and posttest of both dimensions of academic delay of gratification (alternatives of social and unsocial academic delay of gratification) among the experimental group students. The results also showed that there was a statistically significant difference at the level (0.05) between the mean scores of the posttest and delayed test in the dimension (unsocial academic delay of gratification) among the experimental group students in favor of the delayed test. Moreover, the results showed that there was no statistically significant difference between the mean scores of the posttest and delayed test in the dimension (social academic delay of gratification) among the experimental group students.

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