Comparing the Effectiveness of a Motivational Interviewing Intervention and a Cognitive–Behavioral Intervention Based on Muslim Scholars’ Approach in Reducing Academic Boredom and the Tendency Toward Academic Cheating Among Upper-Secondary School Students

Abstract

Introduction and Aim: Academic boredom and the tendency toward academic cheating are major educational challenges that may undermine students’ motivation, academic engagement, psychological well-being, and adherence to ethical principles. This study aimed to compare the effectiveness of motivational interviewing and a cognitive–behavioral intervention based on Muslim scholars’ approach in reducing academic boredom and the tendency toward academic cheating among female upper-secondary school students.

Methodology: This applied study employed a quasi-experimental pretest–posttest design with two experimental groups and one control group. The statistical population consisted of female upper-secondary school students in Rigan during the 2025–2026 academic year. Forty-five students with high scores on academic boredom and academic cheating were purposively selected and randomly assigned to a motivational interviewing group, an Islamic cognitive–behavioral intervention group, or a control group, with 15 participants in each group. The first experimental group received twelve 60-minute motivational interviewing sessions, whereas the second group received ten 60-minute cognitive–behavioral sessions based on Muslim scholars’ approach. The control group received no systematic intervention. Data were collected using Pekrun et al.’s Academic Boredom Scale and Stephens and Gehlbach’s Academic Fraud Questionnaire. Multivariate and univariate analyses of covariance and pairwise comparisons were used to analyze the data.

Findings: MANCOVA indicated a significant overall group effect on the linear combination of academic boredom and the tendency toward academic cheating (Wilks’ Lambda=0.21, F(4,78)=23.051, p<0.001, η²=0.542). Motivational interviewing significantly reduced academic boredom (F(1,27)=73.73, p<0.001, η²=0.732) and the tendency toward academic cheating (F(1,27)=33.62, p<0.001, η²=0.555). The cognitive–behavioral intervention based on Muslim scholars’ approach also significantly reduced academic boredom (F(1,27)=166.82, p<0.001, η²=0.861) and the tendency toward academic cheating (F(1,27)=25.63, p<0.001, η²=0.487). No significant difference was found between the effectiveness of the two interventions on either outcome (p>0.05).

Conclusion: Motivational interviewing and cognitive–behavioral intervention based on Muslim scholars’ approach are effective and approximately equivalent interventions for reducing academic boredom and the tendency toward academic cheating. Their implementation according to schools’ cultural context, available resources, and students’ value systems may promote academic motivation, ethical responsibility, and educational well-being.