The Effect Of Reality Therapy Training On Responsibility, Self-Efficacy, Worry, And School-Related Mental Well-Being In Students

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Mona Jamalabadi , Gholam Hossein Maktabi , Alireza Haji Yakhchali , Morteza Omidian


Adolescence is considered as a stage in life in which adolescents experience fundamental behavioral, cognitive, and emotional changes. The present study was carried out to investigate the effect of reality therapy on students' responsibility, self-efficacy, worry, and school-related mental well-being. The method of study was experimental with pre-test, post-test design and control group. The statistical population of present study included all second-year female students of Shiraz high school in the academic year of 2020-2021. Among the students of the selected schools, 30 people were selected based on the inclusion and exclusion criteria and were randomly assigned to experimental (15 people) and control (15 people) groups. The experimental group completed 8 sessions of 90-minute reality therapy training.  The control group did not receive any intervention. Before and after the intervention, both groups received Morris Adolescents Self-Efficacy Questionnaire, Nemati Adolescents Responsibility Questionnaire, Meyer, Miller, Metzger and Borkovec Worry Questionnaire and Tian, ​​Han and Huebner School-Related Mental Well-Being Questionnaire and answered their questions. Statistical data were analyzed using descriptive statistics and analysis of covariance. Results of the present study revealed a significant difference between the means of the experimental and control groups in the variable of responsibility (P <0.001, F = 16.381; self-efficacy: P <0.001, F = 18.494; worry P< 0.001, F=53.305, and mental well-being P <0.001, F = 37.323). The results showed that reality therapy significantly increased self-efficacy, responsibility, mental well-being and reduced worry in the experimental group. These results have important implications on the importance of teaching reality therapy to students and can be used by teachers and counselors as a framework for improving responsibility, self-efficacy, school-related mental well-being, and reducing student worry in schools.

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