The Effectiveness of Neuro-Linguistic Programming Training on Emotional Self-Regulation and Academic Motivation of Female Students

Document Type : Original Article

Authors

1 Master of Psychology, Department of Psychology, Buein Zahra Branch, Islamic Azad University, Booin Zahra, Iran

2 PhD in Psychology, Department of Educational Sciences, Farhangian University, Shahid Rajaei Campus of Qazvi

10.22098/jpc.2026.19840.1382

Abstract

Objective: Adolescence is a critical developmental period marked by rapid biological, cognitive, and social changes, during which emotional self-regulation and academic motivation serve as key protective factors for mental health and educational success. The present study aimed to investigate the effectiveness of Neuro-Linguistic Programming (NLP) training on emotional self-regulation and academic motivation of female junior high school students. Method: The research method was quasi-experimental with a pretest-posttest control group design. The statistical population included all female students in District One of the Qazvin Department of Education during the 2024-2025 academic year, from which 50 students were selected using convenience sampling and randomly assigned to an experimental group (n=25) and a control group (n=25). The experimental group received NLP training in twelve 90-minute sessions (one session per week), while the control group received no intervention. Data were collected using the Emotion Regulation Questionnaire (Hofmann & Kashdan, 2010) and the Academic Motivation Scale (Harter, 1980). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA) in SPSS version 25. Findings:The results indicated that NLP training had a significant effect on students' academic motivation (p <.05), but did not have a significant effect on their emotional self-regulation (p >.05).

Keywords

Preventive Counseling
Volume 7, Issue 2
July 2026
Pages 1-14

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