Golestaneh Seyed Mousa

ABSTRACT Objective: The present study aimed to determine the effectiveness of modifying cognitive biases expressing self-efficacy on responsibility and academic motivation of students with academic failure. Method: The present research method was semi-experimental and pre-test and post-test with a control group. The statistical population of this study included female high school students in Bushehr who were studying in the academic year 2021-2022. To collect data, first, 372 students were selected using multi-stage cluster sampling method and then 32 students with academic failure were selected and assigned into two experimental and control groups (16 students in each) using random assignment method. Before and after the intervention, participants in both groups completed the Individual and Social Responsibility Questionnaire by Lee et al. (2008) and the Academic Motivation Questionnaire by Walrand et al. (1992). The intervention design was carried out for the experimental group using dot probe software for eight weeks. Results: The results showed that the intervention aimed at cognitive bias modification improved intrinsic motivation (p<.01) and reduced extrinsic motivation (p<.01) of students with academic failure. The findings also indicated the effect of cognitive bias modification on responsibility (p<.05) and the component of personal responsibility (p<.05). Conclusions: According to the findings of the present study, an intervention focused on correcting the cognitive bias expressing self-efficacy of students with academic failure, while reducing these biases, can create self-efficacy beliefs and consequently, a sense of self-efficacy, and pave the way for increasing academic motivation and responsibility. This desirable process, in turn, will pave the way for the improvement of academic performance. Keywords: Cognitive bias, self-efficacy, responsibility, academic motivation, academic failure, students