The Effectiveness of Motivational Interview on Enhancing Self-efficacy and Improving Self-concept in Underdeveloped Students

The aim of this study was the investigation of the effectiveness of motivational interview on enhancing self-efficacy and improving self-concept in underdeveloped students. The method of research was semi-experimental. The statistical population consisted of all male first grade students of high schools in Urmia city. 32 people of first grade students were selected as underdeveloped students and they were randomly divided in two groups (experimental group = 16 people, control group = 16 people). The design of research was pretest-posttest with control group. Subjects filled the Sherer’s self-efficacy questionnaire (1983) and Rogers’ self-concept scale before the beginning of intervention and two weeks after the last session of intervention. After the implementation of pretest, the program of motivational interview had implemented for motivational interviewing group during five sessions (each session takes 75 minutes and two times in a week). We used covariance for data analysis. The result showed that the scores of self-efficacy and self-concept of subjects had a significant increase after motivational interviewing. In the field of working with underdeveloped students, motivational interview (with due attention to its nature) may be considered as an effective consultative style.