Volume 6, Issue 1 ( 2020. Vol. 6, N. 1 (11) 2020)                   fpcej 2020, 6(1): 127-148 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Karimi S, Eliasi M, Reis Ssadi R H, Alimihammadi S. The effect of Glaser group reality therapy on self-regulation and academic vitality of homeless and abused female students. fpcej. 2020; 6 (1) :127-148
URL: http://fpcej.ir/article-1-256-en.html
1- M. A of Family Counseling, Allameh Tabatabai University, Tehran, Iran. , Sarakarimi6990@gmail.com
2- M. A student of school counseling, Allameh Tabatabai University, Tehran, Iran.
3- Ph.D. in Educational Psychology, Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran.
4- M. A of Clinical Psychology, Islamic Azad University, Zanjan Branch, Zanjan Iran.
Abstract:   (453 Views)
Considering the increasing number of orphans and abused children and the numerous problems of these children, it seems necessary to pay attention to the factors that promote academic achievement in these children. This study aimed to investigate the effect of Glasser group reality therapy training on the self-regulation and academic vitality of female students. The research method was quasi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all 11 to 13-year-old girls living in the care center for orphaned and abused girls in Qazvin Welfare Organization in 2018. Among them, 26 people were selected by the available sampling method as the research sample and randomly assigned to experimental (n = 13) and control (n = 13) groups. The experimental group underwent group reality therapy training in Glaser (2001) in 8 sessions of 90 minutes as a group (one session per week), while the control group did not intervene. To collect data, the self-regulatory questionnaires of Bofard, et al (1995), and Dehghani-Zadeh and Hossein-Chari (2012) academic vitality questionnaires used. Analysis of covariance using SPSS software version 23 was used to analyze the data. Findings from the analysis of research data showed that by controlling the effect of the pretest, between the mean scores of the experimental and control groups in self-regulatory variables (F = 134/45, P = 0/001, η2= 0.89) and academic vitality (F = 617/86, P = 0/001, η2 = 0.61), there was a significant difference. According to the results of this study, group reality therapy can be used as a suitable and effective way to promote students' self-regulation and academic vitality.
Full-Text [PDF 2117 kb]   (208 Downloads)    
Type of Study: Applicable | Subject: General

1. Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
2. Cazan, A. (2013). Teaching self-regulated learning strategies for psychology students. Procedia - Social and Behavioral Sciences, 78, 743-747.
3. Comer ford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second-level schools: Insights from Ireland. Procedia-Social and Behavioral Science, 197, 98-103.
4. DeSmul, M., Heirweg, S., VanKeer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
5. Duijn, M., Rosenstiel, I. V., Schats, chats, W., Smallenbroek, C., & Dahmen, R. (2011). Vitality and health: A lifesyle programme for employees. European Journal of Integrative Medicine, 3, 97-10.
6. Farnoodian, P. (2016). The effectiveness of group reality therapy on mental health and self-esteem of students. International Journal of Medical Research & Health Sciences, 5(9), 18-24.
7. Glasser, W., & Glasser, C. (2010). The effect of reality therapy-based group counseling on self-esteem. The University of Virginia.
8. González-García, C., Bravo, A., Arruabarrena, I., Martín, E., Santos, I., & Del Valle, J. F. (2017). Emotional and behavioral problems of children in residential care: Screening detection and referrals to mental health services. Children and Youth Services Review, 73, 100-106.
9. Howatt, W, A. (2001). The Evolution of Reality Therapy to Choice Theory. International Journal of Reality Therapy, 29(1), 5-12.
10. Kim, D., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136-142.
11. Kim, K. (2005). The effect of a reality therapy program on the responsibility for elementary school children in Korea. International Journal of Reality Therapy, 22(1), 30-33.
12. kim. J., (2008). Thr effects of a R/Tgroup counselling program on the internet addiction Level and self-esteem of Internet addiction university students, InternationalJjournal of Reality Therapy, 3, 92-105.
13. Martin, A.J. & Marsh, H.W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students, Journal of PsychoeducationalAssessment, 26, 168–184.
14. Mason, C. (2016). Using reality therapy trained group counselors in comprehensive school counseling programs to decrease the academic achievement gap. International Journal of Choice Theory and Reality Therapy, 2, 14-25.
15. Mthombeni, H. M. (2013). Factors in the family system causing children to live in the streets: a comparative study of parents and children’s perspectives. The University of Pretoria.
16. Peterson, A. V., Chang, C. H. & Collins, P. L. (2015). The effects of reality theory and choice training on self-concept among Taiwanese university students. International Journal for the Advancement of Counselling, 20, 79-83.
17. Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn. E. (2312). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping: An International Journal, 27, 28-71.
18. Raisanen, M., Postareff, L., & Lindblom-Ylanne, S. (2016). University students' self- and co-regulation of learning and processes of understanding: A person-oriented approach. Learning and Individual Differences, 47, 281-288.
19. Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of personality, 65(3), 529-565.
20. Wubbolding, R. E. (2013). Choice theory/reality therapy: Issues to ponder. International Journal of Choice Theory and Reality Therapy, 32(2), 7-10.
21. Yao, Y.W., Chen, P.R., Li, C. H., & Hare, T. A. (2017). Combined reality therapy and mindfulness meditation decrease intertemporal decisional impulsivity in young adults with Internet gaming disorder. Journal of Computer in Human Behavior, 68(5), 210-216.
23. Babaei, S., & Rezakhani, S. D. (2017). The effectiveness of reality therapy on increasing girls' academic motivation and social adjustment. Journal of Educational Management Research, 8 (13), 128-117. (In Persian).
24. Parbertavoshi, M., Borjali, A. & Kiamanesh, A. (2018). The mediating role of self-regulatory strategies in the relationship between academic procrastination and positive and negative emotions in high school students. Journal of Educational Leadership and Management, 12 (3), 70-53. (In Persian).
25. Pour-Abdol, S., Sobhi Gharamaleki, N. & Abbasi, M. (2015). Comparison of academic procrastination and academic vitality in students with and without special learning disabilities. Journal of Learning Disabilities, 4 (3), 38-22. (In Persian).
26. Jalilzadeh, H., & Zarei, H. (2018). The effectiveness of teaching self-regulatory strategies on academic motivation and test anxiety in students. Journal of Education and Evaluation, 11 (42), 36-13. (In Persian).
27. Dehghanizadeh, M. & Hossein Chari, M. (2011). Academic vitality and perception of family communication pattern; The mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4 (2), 47-21. (In Persian).
28. Soleimani, Z., Ghaffari, M., & Honorable, F. (2018). The effectiveness of group reality therapy on the academic vitality of students with special learning disabilities. Journal of Learning Disabilities, 7 (4), 86-68. (In Persian).
29. Sharifi, I., & Fathipour, F. (2016). The effectiveness of group reality therapy on responsibility and self-control of female high school students in Farsan city, 3rd World Conference on Psychology and Educational Sciences, Law and Social Sciences at the beginning of the third millennium, Shiraz, in collaboration with Allameh Khoi Institute of Higher Education, Zarghan University -University of conference-creating scholars. (In Persian).
30. Shahbazian Khoniq, A., Samimi, Z. & Habibi Kalibar, R. (2018). Distinguish students with high and low academic vitality based on academic optimism and goal orientation. Journal of New Educational Thoughts, 14 (1), 267-247. (In Persian).
31. Safavid Gardini, A., Bahrainis, A.A. & Shahabizadeh, F. (2015). The effectiveness of group meaning therapy on resilience and psychological hardiness of high school students in the second district of education in Kerman, 2nd National Conference on Psychology and Behavioral Sciences, Tehran, Narkish Information Institute. (In Persian).
32. Talibzadeh Nobarian, M., Abolghasemi, M., Ashurinejad, F. & Mousavi, S. (2010). Investigating the structural relationships of self-concept, self-regulated learning, and student's academic success. Journal of Psychological Methods and Models, 1 (4), 72-59. (In Persian).
33. Abdi Dehkordi, S., Sharifi, T., Ghazanfari, A. S&olati, K. (2019). The effectiveness of group reality therapy on irrational beliefs, psychological hardiness, and academic achievement of gifted students. Exceptional Children Quarterly, 19 (1), 108-95. (In Persian).
34. Atarodi, M., & Karshki, h. (2013). The role of dimensions of perfectionism and goal orientations in predicting students' self-regulation. Journal of Knowledge and Research in Applied Psychology, 14 (2), 108-100. (In Persian).
35. Qureshi, M. (2017). Evaluation of the effectiveness of group reality therapy training on emotion regulation and increasing academic self-efficacy of female students. Journal of the Center for Research on Social Factors Affecting Health, 4 (3), 249-238. (In Persian).
36. Kabini Moghadam, S., Entesar Foumani, G., Hejazi, M. & Asadzadeh, H. (2018). The effectiveness of self-directed learning strategy training in increasing the academic vitality and academic conscience of procrastinating students. Journal of Educational Psychology, 14 (50), 193-171. (In Persian).
37. Kadivar, P. (2000). Investigating the contribution of self-efficacy, self-governance, and intelligence beliefs in students' academic achievement as a model for optimal learning. Report of the research project of the Research Institute of Education. (In Persian).
38. Kiani, A.. & Karimianpour, G. H. (2019). The role of school quality of life and academic self-regulation in predicting students' academic vitality. Journal of School Psychology, 8 (1), 191-173. (In Persian).
39. Masoudi, S. H. & Livestock, F. (2015). Evaluation of the effectiveness of reality therapy on irrational beliefs of mothers with exceptional children, 4th National Conference on Counseling and Mental Health, Quchan, Islamic Azad University, Quchan Branch. (In Persian).
40. Nikbakht, A., Abdkhodaei, M. & Hassanabadi, H. (2013). The effectiveness of group reality therapy on increasing academic motivation and reducing students' academic procrastination. Journal of Clinical Psychology Research and Counseling, 3 (2), 94-82. (In Persian).

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Family Pathology, Counseling and Enrichment Journal

Designed & Developed by : Yektaweb