The Efficacy Of Combined Transactional Analysis And Biofeedback Strategies On Enhancing Academic Motivation In Adolescents

Abstract

This study investigated the effectiveness of a combined therapeutic package integrating Transactional Analysis (TA) principles with Biofeedback Strategies (BFS) to enhance academic motivation (AM) in school-aged adolescents. Academic motivation is conceptualised through Self-Determination Theory as comprising three factors: Intrinsic, Extrinsic, and Amotivation. TA was selected as a therapeutic tool to enhance awareness of the Adult (A) Ego State, which facilitates decision-making, and to improve time structuring (using the Egogram and Structurogram), addressing the subjective component. Electromyogram (EMG) Biofeedback was utilised for relaxation training and self-monitoring of the physiological component. A sample of 32 teenage students (ages 13-15) with low-to-medium AM scores underwent a six-month, multi-session intervention program, with a matched control group (N=32) assessed for comparison. Pre- and post-intervention evaluations utilised the Academic Motivation Scale (AMS), Egogram, Structurogram, and quantified EMG responses. Results demonstrated a highly significant increase in overall AM in the experimental group (pre-mean 68.78 vs. post-mean 74.41, p < .01). A significant difference was observed in scores related to Intrinsic and Extrinsic Motivation (p < .05). EMG-monitored muscular relaxation showed improvement (pre-mean 55.84% vs. post-mean 63.28%, p < .01). The findings supported the rationale that integrating TA's focus on self-decision and here-and-now awareness with Biofeedback for self-monitoring of muscular relaxation enhances self-responsibility and academic motivation in adolescents.