Efficacy of the collaborative training approach on improvement of motivation in education of social work students

Ghoncheh Raheb, Alireza Khani, Elham Sharifi, Robab Teymouri


Objectives: To evaluate how motivated Iranian students were to be educated and to assess the efficacy of the collaborative training approach in increasing their motivation.

Methods: We used a pretest-posttest control-group design in which motivation in education of the social work students was measured six times. 60 students at one of the medical sciences universities in Iran were randomly assigned to two groups. In the experimental group, training was done on the basis of the social constructivism model. However, in the control group, training was based on a teacher-oriented traditional method. The new training model for improving learning motivation was a combined model based on the social constructivism theory. We used Improvement of Learning Motivation Test in Iranian students for collecting data and assessing the efficacy of the new approach. The components of the new training model included self-regulation, self-efficacy, and other-communication abilities.

Results: After applying the new training method, scores on learning motivation, academic performance, self-efficacy, and self-regulation increased in the experimental group. The new method resulted in enhancing cognitive, behavioral, and emotional aspects of motivation in education. Some skills remained for four months post-intervention.

Conclusions: It seems that the collaborative training approach is an efficient, practical method to enhance motivation in academic education. 


Learning motivation, self-efficacy, self-regulation, collaborative training, social work.

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