Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-13 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.103
Clinical trials code: 01
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Hemmati F, Heidari S, Fakhri M. Comparing the Effectiveness of Reality Therapy and Compassion-Focused Therapy on Self-concept in Gifted Female Students. RJMS 2024; 31 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-8781-en.html
URL: http://rjms.iums.ac.ir/article-1-8781-en.html
Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran , Shabanheidari1@gmail.com
Abstract: (515 Views)
Background & Aims: Success and progress in learning are the goals of all educational systems and the degree of benefit from educational environments requires the students' sense of energy. In their daily academic life, students face various challenges, obstacles, and special pressures during their studies, which threaten their self-confidence, motivation, and, as a result, their academic performance. Some students are successful in dealing with them and others are not successful in this field. Therefore, educational researchers should pay serious attention to understanding and how to adapt to academic challenges. The study aimed to determine the difference in the effectiveness of reality therapy and compassion-focused therapy on self-concept in gifted female students of the second secondary school.
Methods: The current research was a semi-experimental design of pre-test-post-test type with a control group and follow-up. The statistical population of this research included all gifted female students of the second secondary school in Behshahr city, who were studying at Farzangan Gifted High School in Behshahr in the academic year 2023-2024. The sample of the current research was based on available and purpose-based sampling and included 45 people, who were randomly divided into three groups: reality therapy (number = 15 people), compassion (number = 15 people), and control (number = 15 people). In this research, a standard instrument and two intervention packages were used, which are explained below A Self-concept questionnaire was created in 1981 by Raj Kumar Saraswat. This questionnaire contains 48 five-choice questions and has 6 separate dimensions, each dimension includes 8 questions. These dimensions include physical, social, temperamental, educational, moral, and intellectual self-concept. The overall self-concept score is obtained from the sum of these dimensions. The respondent should choose one according to the description of his self-concept, from maximum acceptance to minimum acceptance. The answers are in such a way that the scoring system remains the same for all questions, whether it is positive or negative. If the respondent marks the first option, his score is 5, 4 for the second choice, 3 for the 3rd choice, and 2 and 1 for the fourth and fifth choices. The total score of 48 questions shows the total score of a person's self-concept. A high score in this questionnaire indicates a higher self-concept and a low score indicates a lower self-concept. Sarasut (1981) expressed the reliability of the questionnaire using the test-retest method for the overall self-concept as 0.91. He also found the reliability coefficient for physical (0.77), social (0.83), temperament (0.79), educational (0.88), moral (0.67) and intellectual (0.79) dimensions. Proposed (quoted by Foroughmand, 2016). The reliability of this scale was obtained in Foroughmand's study (2015), the reliability of the questionnaire was 0.82. In this research, to analyze the research data, statistical and inferential indicators were used as follows: at the level of descriptive statistics, mean, standard deviation, and demographic tables were used for the variables in three groups and two stages of testing and control. At the level of inferential statistics, one-way repeated measure analysis of variance was used to compare the averages of the three research groups to investigate the hypothesis.
Results: The findings showed that two therapeutic methods, reality therapy, and compassion therapy, had a significant effect on self-concept in the post-test. Also, there was a difference between the self-concept scores in the three stages of pre-test, post-test, and follow-up regardless of the group. Box test tests the null hypothesis that the observed covariance matrices of dependent variables are equal among different groups. According to the results of the box test, the box test is not significant. (p=0.103, F=0.483 (8548.615 and 12), BoxsM=33.281) Therefore, the assumption of the equality of variance-covariance matrices is not rejected, therefore, the ANOVA test is possible. As a result, the covariance matrices observed between the three different groups of the present study are not equal. Table No. 7 shows the results of multivariate tests (four tests of Pillay's effect, Wilks's lambda, Hotelling's effect, and the largest zinc root). For the significance and non-significance of each test, you can pay attention to the Sig value, which is significant at the 0.05 level if it is less than 0.05. Among the four multivariate tests, Wilks's lambda test is more famous than the other four tests. However, the Pillay effect test has more power than other tests in practical situations. In this table, all effects are significant. The squared values of Eta related to the dependent variable (self-concept) in the three groups are 0.487, this indicates a more than-average effect. Also, the results of the Vickers lambda test are significant for the mentioned variable, and the significance of the dependent variable (self-concept) indicates that the participants in the three groups are different from each other, and the averages of the groups are significantly affected by the independent variable.
Conclusion: The results of this research showed that the self-concept of gifted students can be improved by using reality therapy and compassion therapy, especially reality therapy. In fact, the first effective factor in self-concept is parents who help the formation and development of a child's view of himself (self-concept); therefore, to change people's self-concept, teaching families can play an important role in the formation of self-concept. After the family, the school is the first center that plays a significant role in the development of the child and can complete what the parents leave unfinished. Acquaintance with the teacher and the relationship between the teacher and the student is established, it is considered an important factor in the development of the student's personality and self-concept. The teacher's belief and "idea" about the student's behavior and abilities and how to use these factors can cause the development of a positive self-concept or, on the contrary, disturb his balance and develop the student's personality in a certain way. Also, people's self-concept is formed by cultural values. The results showed that reality therapy has significantly increased the academic self-concept of the sample group, in the follow-up phase it had a better and stronger effect than self-compassion intervention. In explaining this assumption, it can be said that emphasizing the past and its failures plunges people into pessimism, and emphasizing the present is the best way for an optimistic life. Planning and having a goal in life increases optimism, and those who take responsibility for their actions and have control over their lives are more optimistic.
Methods: The current research was a semi-experimental design of pre-test-post-test type with a control group and follow-up. The statistical population of this research included all gifted female students of the second secondary school in Behshahr city, who were studying at Farzangan Gifted High School in Behshahr in the academic year 2023-2024. The sample of the current research was based on available and purpose-based sampling and included 45 people, who were randomly divided into three groups: reality therapy (number = 15 people), compassion (number = 15 people), and control (number = 15 people). In this research, a standard instrument and two intervention packages were used, which are explained below A Self-concept questionnaire was created in 1981 by Raj Kumar Saraswat. This questionnaire contains 48 five-choice questions and has 6 separate dimensions, each dimension includes 8 questions. These dimensions include physical, social, temperamental, educational, moral, and intellectual self-concept. The overall self-concept score is obtained from the sum of these dimensions. The respondent should choose one according to the description of his self-concept, from maximum acceptance to minimum acceptance. The answers are in such a way that the scoring system remains the same for all questions, whether it is positive or negative. If the respondent marks the first option, his score is 5, 4 for the second choice, 3 for the 3rd choice, and 2 and 1 for the fourth and fifth choices. The total score of 48 questions shows the total score of a person's self-concept. A high score in this questionnaire indicates a higher self-concept and a low score indicates a lower self-concept. Sarasut (1981) expressed the reliability of the questionnaire using the test-retest method for the overall self-concept as 0.91. He also found the reliability coefficient for physical (0.77), social (0.83), temperament (0.79), educational (0.88), moral (0.67) and intellectual (0.79) dimensions. Proposed (quoted by Foroughmand, 2016). The reliability of this scale was obtained in Foroughmand's study (2015), the reliability of the questionnaire was 0.82. In this research, to analyze the research data, statistical and inferential indicators were used as follows: at the level of descriptive statistics, mean, standard deviation, and demographic tables were used for the variables in three groups and two stages of testing and control. At the level of inferential statistics, one-way repeated measure analysis of variance was used to compare the averages of the three research groups to investigate the hypothesis.
Results: The findings showed that two therapeutic methods, reality therapy, and compassion therapy, had a significant effect on self-concept in the post-test. Also, there was a difference between the self-concept scores in the three stages of pre-test, post-test, and follow-up regardless of the group. Box test tests the null hypothesis that the observed covariance matrices of dependent variables are equal among different groups. According to the results of the box test, the box test is not significant. (p=0.103, F=0.483 (8548.615 and 12), BoxsM=33.281) Therefore, the assumption of the equality of variance-covariance matrices is not rejected, therefore, the ANOVA test is possible. As a result, the covariance matrices observed between the three different groups of the present study are not equal. Table No. 7 shows the results of multivariate tests (four tests of Pillay's effect, Wilks's lambda, Hotelling's effect, and the largest zinc root). For the significance and non-significance of each test, you can pay attention to the Sig value, which is significant at the 0.05 level if it is less than 0.05. Among the four multivariate tests, Wilks's lambda test is more famous than the other four tests. However, the Pillay effect test has more power than other tests in practical situations. In this table, all effects are significant. The squared values of Eta related to the dependent variable (self-concept) in the three groups are 0.487, this indicates a more than-average effect. Also, the results of the Vickers lambda test are significant for the mentioned variable, and the significance of the dependent variable (self-concept) indicates that the participants in the three groups are different from each other, and the averages of the groups are significantly affected by the independent variable.
Conclusion: The results of this research showed that the self-concept of gifted students can be improved by using reality therapy and compassion therapy, especially reality therapy. In fact, the first effective factor in self-concept is parents who help the formation and development of a child's view of himself (self-concept); therefore, to change people's self-concept, teaching families can play an important role in the formation of self-concept. After the family, the school is the first center that plays a significant role in the development of the child and can complete what the parents leave unfinished. Acquaintance with the teacher and the relationship between the teacher and the student is established, it is considered an important factor in the development of the student's personality and self-concept. The teacher's belief and "idea" about the student's behavior and abilities and how to use these factors can cause the development of a positive self-concept or, on the contrary, disturb his balance and develop the student's personality in a certain way. Also, people's self-concept is formed by cultural values. The results showed that reality therapy has significantly increased the academic self-concept of the sample group, in the follow-up phase it had a better and stronger effect than self-compassion intervention. In explaining this assumption, it can be said that emphasizing the past and its failures plunges people into pessimism, and emphasizing the present is the best way for an optimistic life. Planning and having a goal in life increases optimism, and those who take responsibility for their actions and have control over their lives are more optimistic.
Type of Study: Research |
Subject:
Clinical Psychiatry
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