A Thematic Analysis of Students’ Motivational Perceptions Toward School-Based Mental Health Programs

Abstract

The aim of this study was to explore students’ motivational perceptions of school-based mental health programs and to identify internal, external, and contextual factors influencing their participation. This research employed a qualitative design using thematic analysis. Nineteen high school students from Tehran were selected through purposive sampling. Data were collected via semi-structured interviews and continued until theoretical saturation was reached. The data were analyzed using NVivo software through a process of initial coding, theme development, and categorization into main themes. Credibility was ensured through member checking and multiple-coder verification. Thematic analysis revealed three main categories: (1) intrinsic motivation toward programs, (2) extrinsic motivation and environmental pressures, and (3) contextual factors enhancing or weakening motivation. Each category included subthemes such as personal growth, fear of stigma, program implementation quality, and understandable language. Participants reported greater motivation when programs offered psychological safety, relevant content, respectful interaction, and peer support. Students’ motivational perception of mental health programs is a multifaceted construct influenced by psychological, social, and institutional variables. Effective program design should address students' psychological needs, lived experiences, and school culture.