Motivational psychotherapy for adolescent depression and academic self-concept: a pilot trial in a non-western context

Adolescent depression is a major public health concern associated with impaired psychological well-being, academic functioning, and identity development. Academic self-concept is also an important predictor of educational achievement and psychological adjustment during adolescence. There remains a need for interventions that simultaneously address emotional and academic outcomes, particularly in non-Western cultural contexts where evidence remains limited. This pilot randomized controlled trial employed a pretest–posttest waitlist control design involving 30 Iranian adolescent girls aged 15–18 years. Participants were randomly assigned to either a Motivational Psychotherapy group ( n = 15) or a waitlist control group ( n = 15). The intervention consisted of eight weekly group sessions implementing Sahebdel’s nine-step model of Motivational Psychotherapy, a therapeutic framework developed through clinical observations and practice in Iran. Depression was assessed using the Beck Depression Inventory (BDI), and academic self-concept was measured using the Academic Self-Concept Questionnaire (ASCQ). Outcomes were evaluated at baseline and post-intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) and follow-up analyses of covariance (ANCOVAs) following an intention-to-treat approach. After controlling for baseline scores, participants who received Motivational Psychotherapy reported significantly lower depression scores (F = 77.43, p < .001, partial η² = 0.741) and higher academic self-concept scores (F = 117.65, p < .001, partial η² = 0.813) compared with the control group. This pilot randomized controlled trial provides preliminary evidence that Motivational Psychotherapy may be an effective intervention for reducing depressive symptoms and enhancing academic self-concept among adolescent girls. Given the pilot nature of the study, these findings should be interpreted cautiously until replicated in larger randomized controlled trials. Originating from clinical observations within the Iranian cultural context, the model emphasizes identity development, symbolic role clarification, environmental influences, and motivational processes that may be relevant across diverse cultural settings. The structured group-based format and school-compatible delivery suggest potential utility within educational mental health services. Further large-scale randomized controlled trials with active comparison groups and long-term follow-up assessments are required to establish the efficacy and generalizability of the intervention. This trial was retrospectively registered with ClinicalTrials.gov on 29 July 2025 (Identifier: NCT07094243). All study outcomes reported in this manuscript are consistent with the registered protocol. Registration was completed before the final data analysis and interpretation of results.