Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy
The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population enco...
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2023-09-01
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| Series: | Iranian Evolutionary Educational Psychology Journal |
| Subjects: | |
| Online Access: | http://ieepj.hormozgan.ac.ir/article-1-363-en.pdf |
| _version_ | 1827340357268930560 |
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| author | Sadegh Ahmadi Maryam Golibagh Mohammad Saeid Ahmadi Leily Falahatimarvast |
| author_facet | Sadegh Ahmadi Maryam Golibagh Mohammad Saeid Ahmadi Leily Falahatimarvast |
| author_sort | Sadegh Ahmadi |
| collection | DOAJ |
| description | The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser's (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students. |
| first_indexed | 2024-03-07T21:17:55Z |
| format | Article |
| id | doaj.art-657f26246c434147baded53f0d843008 |
| institution | Directory Open Access Journal |
| issn | 2588-4395 |
| language | English |
| last_indexed | 2024-03-07T21:17:55Z |
| publishDate | 2023-09-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Evolutionary Educational Psychology Journal |
| spelling | doaj.art-657f26246c434147baded53f0d8430082024-02-27T17:20:12ZengUniversity of HormozganIranian Evolutionary Educational Psychology Journal2588-43952023-09-01531628Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality TherapySadegh Ahmadi0Maryam Golibagh1Mohammad Saeid Ahmadi2Leily Falahatimarvast3 MA student in Curriculum Studies, Tabriz University, Tabriz, Iran MA in Positive Psychology, Department of Psychology, Islamic Azad University, E-Campus, Tehran, Iran Assistant Professor of Psychology, Department of Educational Sciences, Farhangian University, Tehran, Iran MA in General Psychology, Imam Javad University, Yazd, Iran The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser's (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students.http://ieepj.hormozgan.ac.ir/article-1-363-en.pdfgroup reality therapyacademic engagementacademic adjustmentelementary school students |
| spellingShingle | Sadegh Ahmadi Maryam Golibagh Mohammad Saeid Ahmadi Leily Falahatimarvast Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy Iranian Evolutionary Educational Psychology Journal group reality therapy academic engagement academic adjustment elementary school students |
| title | Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy |
| title_full | Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy |
| title_fullStr | Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy |
| title_full_unstemmed | Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy |
| title_short | Enhancing Academic Engagement and Academic Adjustment among Elementary Students Using Group Reality Therapy |
| title_sort | enhancing academic engagement and academic adjustment among elementary students using group reality therapy |
| topic | group reality therapy academic engagement academic adjustment elementary school students |
| url | http://ieepj.hormozgan.ac.ir/article-1-363-en.pdf |
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