The Effectiveness of TRIZ-Based Problem-Solving Skills Training on Academic Motivation and Emotional Intelligence among Male Elementary School Students

Abstract

This study aimed to examine the effectiveness of TRIZ-based problem-solving skills training on academic motivation and emotional intelligence among male elementary school students. This research employed a quasi-experimental pretest–posttest design with a control group. The statistical population included all male elementary school students in Zahedan County, from whom 40 students were selected through purposive random sampling and randomly assigned to an experimental group and a control group (20 students each). The experimental group participated in an eight-session group-based TRIZ problem-solving training program, with each session lasting 120 minutes, while the control group received no intervention. Data were collected using standardized academic motivation and emotional intelligence questionnaires and analyzed using descriptive statistics and univariate analysis of covariance in SPSS software. The results of covariance analysis indicated that TRIZ-based problem-solving training had a statistically significant effect on students’ academic motivation compared to the control group. In addition, the intervention produced a significant and strong effect on emotional intelligence, as evidenced by a large effect size. The findings suggest that TRIZ-based problem-solving training is an effective educational approach for enhancing academic motivation and emotional intelligence in male elementary school students and can contribute to their cognitive and emotional development.