Comparison of the Effectiveness of Acceptance and Commitment Therapy and Self-Determination Skills Training on Academic Motivation in Depressed Students

Abstract

The aim of this study was to compare the effectiveness of Acceptance and Commitment Therapy (ACT) and Self-Determination Skills Training in improving academic motivation among depressed students. This quasi-experimental study used a pretest–posttest design with a control group. The statistical population included all female high school students in Tehran during the 2022–2023 academic year. Forty students with mild to moderate depression, identified via the Beck Depression Inventory, were randomly assigned to three groups: ACT (eight 90-minute sessions), self-determination training (twelve 90-minute sessions), and control. Academic motivation was measured using Harter’s standardized scale. Data were analyzed using ANCOVA, MANCOVA, and Bonferroni post-hoc tests at a 0.05 significance level. ANCOVA results indicated that both interventions significantly increased academic motivation compared to the control group (p < 0.001). ACT demonstrated a stronger effect (F = 35.67, η² = 0.48) than self-determination training (F = 29.12, η² = 0.44). Bonferroni analysis also revealed a significant difference between the two experimental groups (p = 0.018). Both ACT and self-determination skills training effectively enhanced academic motivation among depressed students, with ACT showing greater efficacy. These findings highlight the potential benefits of integrating acceptance-based and autonomy-supportive approaches to promote academic motivation and mental well-being in educational settings.