Purpose: This study aimed to investigate the impact of communication skills and stress management training on the academic motivation of students at the University of Education. Methods and Materials: In this quasi-experimental study, 60 students were selected through purposive sampling and divided into experimental and control groups. The experimental group received 10 sessions of training: two weekly sessions on communication skills and eight sessions on stress management. Data were collected using the Academic Adjustment Questionnaire by Baker and Siryk (1984). Findings: The results of the data analysis, conducted using multivariate analysis of covariance (MANCOVA) and the Bonferroni post hoc test, revealed that the training in communication skills and stress management significantly increased academic motivation in the experimental group compared to the control group. Conclusion: Based on the findings, it can be concluded that training in communication skills and stress management may serve as an effective strategy for enhancing academic motivation in students.
Hamidi et al. (Wed,) studied this question.