Volume 28, Issue 12 (3-2022)
RJMS 2022, 28(12): 290-298 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1400.125
Clinical trials code: 123659
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Farhmat B, Rahimi A, Emam Jomeh F. The Effect of Cognitive-Behavioral Counseling on Increasing Students' Motivation to Read Books. RJMS 2022; 28 (12) :290-298
URL: http://rjms.iums.ac.ir/article-1-7133-en.html
URL: http://rjms.iums.ac.ir/article-1-7133-en.html
PhD in Culture Management and Planning, Assistant Professor, School of Management, Islamic Azad University, South Tehran Branch, Tehran, Iran , Rahimi_A@yahoo.com
Abstract: (1037 Views)
| Background & Aims: Studies show that only 1.1% of students' leisure time is devoted to reading books and extracurricular studies. Statistics and other studies have shown that only 30 to 35 million people in Iran have extracurricular studies. In the calculation of reading per capita, reading of non-textbooks is generally considered; therefore, the 12.5 minutes that have been announced as the per capita reading in Iran, in fact, the reading is 30 million people, which is divided by the total population of the country. Simply put, this burden of 50 million people is also borne by 30 million people. 12.5 minutes of reading per capita means that in Iran, with a population of 80 million, more than 16.5 million hours of study are done every day. Of this amount, on average, each person takes 12.5 minutes; however, this definition is not necessarily always true and instead of reading time, the number of books read or the number of pages read during the day can be used to define the per capita reading. It should be noted that extracurricular studies in elementary school students are among the fewest leisure studies to the extent that even the per capita level of this education in the whole country is less than 3 minutes per day, which is a surprising statistic compared to similar statistics worldwide. Comes with a lot of reflection compared to Finland, which spends 44 minutes a day studying out of school. The culture of reading and reading among citizens, families, education and organizations is effective and important in motivating and feeling the need for books and reading and creating a behavior called reading among the audience in society. Social, family, school, library and individual conditions and factors affect the tendency and motivation of students to read and read books. Progress and excellence should be human investment for this important and effective component, so recognizing strategies to increase the motivation of students to read books can provide the basis for improving the culture of reading in society. On the other hand, to promote the culture of reading in the country, especially among children and adolescents in two general areas can be planned and then acted. The first area is basic planning. In this regard, the family and school institution should work on children's thoughts so that reading becomes a clear and transparent attitude and then becomes a behavior and then a habit, planning for operational actions that can be short-lived and Or pave the way for the tendency to read books as a worthy act. For this purpose, educational, awareness-raising and counseling interventions can be fruitful. However, considering the positive effects of cognitive-behavioral group counseling on students 'academic variables and research gap in its effectiveness on reading culture, the purpose of this study is the effect of cognitive-behavioral counseling on increasing students' motivation to read books. Operational planning can pave the way for the tendency to read books as a worthy practice. However, considering the positive effects of cognitive-behavioral group counseling on students 'academic variables and research gap in its effectiveness on reading culture, the purpose of this study is the effect of cognitive-behavioral counseling on increasing students' motivation to read books. Methods: The present research method is a futuristic research in terms of time, an applied research in terms of subject and a semi-experimental research in terms of method and strategy. The present study population included all primary school students in the sixth grade of Bushehr. Among sixth-graders, two classes were randomly selected from a school of choice (40 students per class). One class was selected as the control group and the other class as the experimental group was randomly selected. The questionnaire used in this study was the standard questionnaire of motivation to study AMRQ (10 items and options from poor to good). The validity and reliability of this tool were also evaluated in the present study. Validity was confirmed by a survey of professors of psychology and educational sciences (4 people) and reliability was confirmed by Cronbach's alpha test (0.87). Both control and experimental groups answered the study motivation questionnaire and then the experimental group underwent cognitive-behavioral counseling. At the end of the counseling sessions, both control and experimental groups answered the study motivation questionnaire again. Results: The results showed that 8 sessions of cognitive-behavioral counseling have a significant effect on the study motivation of sixth grade students. Conclusion: Explaining how cognitive-behavioral counseling affects students' motivation to read books, it can be said that the techniques taught in this type of counseling help the person to identify the causes of his / her motivation in reading and then develop appropriate strategies to deal with these causes in the individual. Among these techniques, we can mention the types of cognitive-behavioral techniques used in this study, such as self-identification and time management techniques, etc., whose effectiveness in improving positive academic behaviors such as motivation and academic self-efficacy has been proven. The mechanism of the effect of cognitive-behavioral counseling on students' motivation to read books is to help them to recognize intellectual errors, irrational and irrational ideas and beliefs, change these distorted thoughts and dysfunctional behaviors using regular discussions and behavioral assignments. Also, group study can be a reason to help improve students' motivation to read books; because the group members could learn the appropriate external motivations from others and realize that others also have challenges in the field of reading and by exchanging information and empathy with each other, they could improve their reading motivation. Also, in explaining the obtained results, it can be added that cognitive-behavioral trainings, having a rich source of behavioral exercises, have the potential to enhance students' motivation for progress by strengthening and teaching positive and potential characteristics of individuals. While this approach, with its implicit self-awareness that is included with behavioral exercises, has the potential to simultaneously increase people's behavioral reserve and strengthen self-control-related self-awareness, it is possible for individuals to learn related skills. By reading books, they can take as many effective steps as possible to strengthen and enhance the motivation to read books. Also, cognitive-behavioral training, having a rich source of behavioral exercises, has the potential to enhance students' sense of self-efficacy by strengthening and teaching positive and potential characteristics of individuals, thereby reducing motivation, especially in the field. Study in students. While in the cognitive-behavioral approach, the underlying assumption is that cognitive change leads to behavioral and emotional changes; Therefore, considering that not studying is a negative and neutralizing emotion that causes fatigue, monotony and lack of motivation of the student in the classroom and in relation to the subjects, this approach by modifying and changing the dysfunctional cognitive components that cause Increased boredom with reading can lead to emotional and behavioral changes and motivate students to read books. Increase. Cognitive-behavioral therapy teaches the individual to explore, evaluate, and change their cognitions and thoughts, and the student will do the same in the field of cognitions related to reading. |
Type of Study: Research |
Subject:
Neurology Psychiatrics
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