the effectiveness of group problem-solving skills training on academic achievement motivation and academic self-concept of sixth-grade male students in iranshahr

Purpose: the present study aimed to determine the effectiveness of group problem-solving skills training on academic achievement motivation and academic self-concept of sixth-grade male students in iranshahr.methods and materials: the statistical population of this quasi-experimental study included all sixth-grade male students in iranshahr during the 2023-2022 academic year. forty children who met the inclusion criteria were selected as the sample using multistage cluster sampling and were randomly assigned equally to an experimental group and a control group. the experimental group participated in an educational program on problem-solving strategies across 8 sessions, while the control group remained on a waiting list without receiving any training during this period. the primary data of this study were collected using hermans’ academic achievement motivation questionnaire (1977) and yessen-chi’s academic self-concept questionnaire (2004). data analysis was conducted in two parts: descriptive (central tendency and dispersion indices, skewness, and kurtosis) and inferential (multivariate analysis of covariance - mancova) using spss-23 software.findings: the results showed that group problem-solving skills training is effective in improving academic achievement motivation and academic self-concept among sixth-grade male students in iranshahr.conclusion: the findings of this study, in line with other research, confirm the efficacy of cognitive problem-solving interventions in enhancing academic achievement motivation and academic self-concept among students. finally, the necessity of incorporating problem-solving skills training as part of school curricula and its impact on student behaviors and academic performance was discussed.