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VOL. 10, ISSUE 1 (2025)
Effect of counseling on enhancing achievement motivation among students in government and private schools
Authors
Bhavana Raj Shekhwat
Abstract
Achievement motivation is crucial for student success, and counseling
has been identified as a significant intervention to support academic
performance. This research investigates the impact of counseling on enhancing
achievement motivation among students in both government and private schools.
The study aims to understand how structured counseling programs, incorporating
techniques can improve students' academic outcomes. A sample of 40 students (20
from government and 20 from private schools), aged 13-18 years participated in
the study. Pre-test and post-test assessments were conducted using the
Achievement Motivation Scale (V.P. Bhargava, 1994) to measure achievement
motivation and engagement levels before and after the intervention. The
intervention consisted of weekly counseling sessions over four weeks, focusing
on enhancing study habits, time management, and motivation. Data analysis
involved mean, standard deviation, paired t-tests to compare pre and
post-intervention scores to evaluate the effect of counselling on students of
government and private schools. The results indicated a significant improvement
in achievement motivation post-counseling showing marked progress. The current
study concludes that counseling plays a vital role in enhancing achievement
motivation among students. Implementing comprehensive counseling programs can
lead to improved study habits, increased motivation, and better academic
performance. These findings have significant implications for students,
educators, school administrators, and policymakers, emphasizing the need for
integrated counseling services in schools to support academic success.
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Pages:21-24
How to cite this article:
Bhavana Raj Shekhwat "Effect of counseling on enhancing achievement motivation among students in government and private schools". International Journal of Yoga, Physiotherapy and Physical Education, Vol 10, Issue 1, 2025, Pages 21-24
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