Background and Objective: This study aimed to investigate the effectiveness of a motivational intervention training based on Dweck’s Mindset Shift on academic persistence and self-regulation among students (a case study in a military university).
Method: This research was an applied study in terms of its objective, and methodologically, it employed a quasi-experimental design with a pre-test, post-test, and a control group. The statistical population comprised third-year university students. The sample consisted of 22 participants for each of the experimental and control groups, who were selected by convenience sampling and randomly assigned to the groups. Data collection instruments included Martin and Marsh’s 4-item Academic Persistence Questionnaire and Ryan and Connell’s 32-item Academic Self-Regulation Questionnaire. The data were analyzed using the multivariate analysis of covariance (MANCOVA) statistical method.
Findings: The results indicated that the motivational intervention based on Dweck’s Mindset Shift significantly enhanced academic persistence and self-regulation at a level of P < 0.001.
Conclusion: Based on the findings, mindset shift-based training can be utilized as an effective educational strategy to promote academic persistence and self-regulation among students, particularly in specific academic environments such as military universities. This intervention can significantly assist students in confronting academic challenges and improving their learning performance, emphasizing the importance of motivational approaches in enhancing academic capabilities.