Effectiveness of Psychoeducational Intervention to Increase Students' Achievement Motivation

Abstract

Motivation for academic achievement is a crucial psychological element in determining the success of student learning, especially at the secondary school level. Many students experience problems such as low self-belief, a narrow view of the value of tasks, and unclear learning goals, which lead to lack of participation in the learning process and low academic results. Psychoeducation is emerging as an intervention strategy that shows promise for resolving these challenges through the delivery of knowledge, skills positive attitudes towards learning. This study aimed to systematically examine the effectiveness of psychoeducation in improving students' achievement motivation based on a review of accredited international literature between 2015 and 2025. The review analyzed peer-reviewed scientific articles retrieved from reputable databases such as Scopus. The review applied thematic methods to identify intervention patterns and outcomes. Findings showed that psychoeducation significantly improved academic self-efficacy, views on task value and mastery goal orientation. Interventions that are structured, context-relevant and guided by professionals show better effectiveness. This study provides strong empirical support for school counselors and educators in designing motivation-based psychoeducation programs in educational contexts.