Background and Objective: Intrinsic motivation is known as the main driving force of deep and sustainable learning. Therefore, the purpose of the present study was to investigate the effectiveness of training in intrinsic motivation in learning on academic vitality and academic burnout of female high school students.
Method: The research method was a semi-experimental pre-test-post-test with a control group and a follow-up period. The statistical population consisted of female students in the second year of secondary school in Isfahan in the academic year 1403-1404, of which 30 people were selected through purposive sampling and placed in two experimental and control groups, 15 people in each group. The experimental group underwent 16 90-minute sessions of researcher-made training on intrinsic motivation in learning. The research instruments were the Academic Vitality Questionnaire of Hossein Chari and Dehghani Zadeh (2011) and the Academic Burnout Questionnaire of Salmalla-Aro et al. (2009).
Findings: The findings showed that training in intrinsic motivation in learning was effective on academic vitality and academic burnout of second-year high school students (p<0.01), and this effectiveness continued during the 2-month follow-up period.
Conclusion: According to the research findings, it is important and necessary to teach intrinsic motivation in learning in schools by counselors and teachers, as well as to include its principles, processes, and methods of application in books on learning principles and methods.