A Motivational Interviewing Intervention for the Classroom

Catherine M. Reich, Katianne M. Howard Sharp, Jeffrey S. Berman

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


Despite attempts to engage students, undergraduate instructors are often challenged by low motivation among students to study outside of the classroom. The current study adapted motivational interviewing, which is often used with therapy clients ambivalent to change, to target college student motivation to study for exams. Findings indicated improved performance on exams following the brief 15- to 20-min intervention. The present study supports both the effectiveness and feasibility of this brief, classroom-based motivational intervention. This psychological intervention might be particularly fitting for psychology classes because an explanation of the intervention itself can serve as an additional learning opportunity.

Original languageEnglish (US)
Pages (from-to)339-344
Number of pages6
JournalTeaching of Psychology
Issue number4
StatePublished - Oct 2015

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a Centers of Excellence grant awarded to the Department of Psychology at the University of Memphis by the state of Tennessee.


  • exam performance
  • motivation
  • motivational interviewing
  • studying


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