The Effectiveness of Psychological Capital Training on Learning Motivation Strategies and Academic Achievement

Abstract

Objective: This study aimed to investigate the effectiveness of psychological capital training on language learners’ motivational strategies and academic achievement. Methods and Materials: A quasi-experimental design with a pretest–posttest control group and a two-month follow-up was employed. The statistical population included English language learners in Shahriar during the 2023–2024 academic year, selected purposefully and randomly assigned to experimental and control groups. The experimental group received ten two-hour sessions of psychological capital training focused on hope, self-efficacy, optimism, and resilience, while the control group received no intervention. Instruments included the Motivated Strategies for Learning Questionnaire (MSLQ) and the end-of-term academic grades. Data were analyzed using repeated measures ANOVA in SPSS version 26. Findings: Repeated measures ANOVA revealed significant effects of psychological capital training on learning motivation (F=11.63, p<0.01, η²=0.47), self-regulation (F=16.01, p<0.01, η²=0.55), and academic achievement (F=13.72, p<0.01, η²=0.51). Bonferroni post hoc comparisons showed that posttest and follow-up means were significantly higher than pretest scores, indicating sustained improvement. The intervention enhanced motivational strategies and academic performance by fostering hope, optimism, self-efficacy, and resilience. Conclusion: Psychological capital training effectively strengthens positive learning attitudes, boosts self-efficacy, and reduces test anxiety, thereby improving learning motivation and academic success. Integrating psychological capital training into educational programs can optimize learning quality and promote long-term academic achievement.