Effectiveness of Training Program Based on Martin’s Cognitive- Behavioral Approach on Academic Emotions and Academic Motovition in High–Level Gifted Male Students

The purpose of the present study is to investigate the effectiveness of Cognitive-Behavioral Approach on academic motovition and academic emotions in second grade gifted high school students. The method of the present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population included gifted male high school students in Isfahan in 2019-2020. The sample consisted of 30 gifted male students in two experimental and control groups (two groups of 15 each) randomly selected by purposive sampling method. The experimental group received an educational intervention in 11 sessions of 60 minutes each over two months. The research instruments included  Pekrun Academic Emotion Questionnaire (2005) and Walrand et al. (1992) Educational Motivation Questionnaire. Data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS-24. The results showed that Martin’s Cognitive-Behavioral Approach was positively (P = 0.005, F=12.39) and negatively (P= 0.003, F=13.39) and external academic motivation (P = 0.001, F = 14.78) and internal academic emotions (P =0.001, F =21.82) effective. Based on the results of this study, it is also reasonable for schools to create appropriate conditions for the implementation of this method in schools to strengthen and improve students’ academic motivation and academic enthusiasm.