Comparing the Effectiveness of Self- Directed Learning Training on Educational Infatuation and Help-Seeking Behavior among Secondary School Students

Educational infatuation and help-seeking behavior are important variables for students. The present study aims to compare the effectiveness of self- directed learning training on educational infatuation and help-seeking behavior among secondary school students. The research method was semi-experimental, using a pretest-posttest design with a control group and a two-month follow-up. The statistical population consisted of all female secondary school students in the six educational districts of Isfahan during the 2023–2024 academic year. The sampling method was accessible sampling, and the sample size included 42 secondary school students. The experimental group participated in a self- directed learning training program developed by Jafari et al. (2021) over 12 sessions, each lasting 90 minutes. The research instruments were the Educational Infatuation Questionnaire by Martin and Jackson (2008), and the Help-Seeking Behavior Questionnaire by Ryan and Pintrich (1997). Data analysis was performed using SPSS software version 23 through repeated measures analysis of variance. The results showed that self-determination training increased students' educational infatuation and acceptance of help-seeking, while reducing avoidance of help-seeking. The effects of the training were also maintained during the follow-up phase. Therefore, self- directed learning training can improve students’ educational infatuation and academic help-seeking behaviors.