Degree Date

5-2025

Document Type

Dissertation - Public Access

Degree Name

Ph.D. Doctor of Philosophy

Academic Discipline

Counselor Education and Supervision

First Advisor

Natasha Schnell

Second Advisor

Martin Cortez Wesley

Abstract

This study investigates the impact of motivational interviewing (MI) on the academic performance and motivation of academically at-risk high school students over an eight-week period. The primary research questions examine whether there is a statistically significant impact of using MI in a school counseling setting on academic performance and internal motivations. Data collection methods included academic performance, the Self-Reported Academic Beliefs, Behavior, and Self-Efficacy questionnaire, and the MI Pre and Post Meeting Questionnaire to assess students’ motivation and engagement. The study employs a quantitative approach using Friedman’s rank sum test and a paired t-test with a Wilcoxon Signed-Rank test, to analyze the relationship between MI exposure and academic outcomes. This research aims to address the gap in literature regarding MI’s application in educational settings, particularly with high school students struggling academically. It seeks to provide empirical evidence on the feasibility and effectiveness of MI as an intervention strategy for improving academic performance and motivation among at-risk students. The study’s findings have potential implications for implementing MI as an intervention strategy. Additionally, it contributes to the broader understanding of MI’s applicability in educational contexts and its potential impact on student motivation and academic achievement. By exploring the use of MI in a school counseling setting, this research not only aims to enhance the academic outcomes of at-risk students but also to offer school counselors an efficient approach to address the challenges posed by high caseload numbers in educational institutions.

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