Abstract
BACKGROUND: Improving academic performance and achievement in students depends on many factors. Two important factors to achieve the above goals are creating academic self-efficacy and motivation in students. This study was conducted to determine the impact of academic skills training on academic self-efficacy and motivation in nursing and midwifery students at Zahedan University of Medical Sciences. MATERIALS AND METHODS: This quasi-experimental study was performed on 120 nursing and midwifery students in 2022. Students were selected through convenience sampling and then randomized into the intervention (N = 60) and control (N = 60) groups. Data collection tools included a demographic form and a self-efficacy and motivation academic scale. For students in the intervention group, first completed the demographic form and the self-efficacy and motivation academic scale. Then, they attended eight 90-minute sessions of academic skills training held two sessions weekly for 4 weeks online. Again, students completed scales at baseline as well as 4 weeks after the sessions were finished. For students in the control group, however, did not receive any intervention. Data were analyzed in Statistical Package for the Social Sciences (SPSS) software. RESULTS: The mean scores in academic self-efficacy and motivation showed no significant difference between the intervention and control groups before the intervention (P > 0.05). While 4 weeks after the implementation of academic skills training, the two groups were significantly different between the mean self-efficacy and motivation (P < 0.001). CONCLUSION: To have motivated and successful students in the field of education, it is necessary for decision-makers to increase self-efficacy and motivation in students through appropriate planning in the field of holding meetings to teach academic skills and provide the basis for students' academic achievement.