Volume 9, Issue 1 (5-2025)
J Social Behav Communit Health 2025, 9(1): 1551-1558 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
fazlalipour M, khalediyan M, salehi M. The Effectiveness of Group Reality Therapy on the Psychological Well-being of students. J Social Behav Communit Health 2025; 9 (1) :1551-1558
URL: http://sbrh.ssu.ac.ir/article-1-265-en.html
URL: http://sbrh.ssu.ac.ir/article-1-265-en.html
1- Department of Statistics, Payame Noor University, Tehran, Iran , mesud.fq@gmail.com
2- Department of Psychology, Payam Noor University,Tehran, Iran
3- Department of Education, University of Kurdistan, Sanandaj, Iran
2- Department of Psychology, Payam Noor University,Tehran, Iran
3- Department of Education, University of Kurdistan, Sanandaj, Iran
Abstract: (93 Views)
Background: Reality therapy aims to foster responsibility-taking and help individuals establish a successful identity. This study investigates the effectiveness of group reality therapy on students' psychological well-being.
Methods: The study population comprised all Payame Noor University students enrolled at Ghorveh branch during 2022. The research employed an experimental design with both experimental and control groups. A random sample of 30 students was selected, with 15 participants assigned to the experimental group, which received nine 90-minute sessions of group reality therapy. The remaining 15 students formed the control group. Data were collected using Carol Ryff's Psychological Well-Being Scale.
Results: The findings showed descriptive information regarding psychological well-being in pretest and posttest for both control and experimental groups. Psychological well-being mean value of students in experimental group in pretest was 308.01 ± 9.38, while posttest mean value for the same group was 317.73 ± 8.99. In contrast, psychological well-being mean value of students in control group in pretest was 309.93 ± 8.84, with posttest mean value for this group being 310.46 ± 8.96. The findings revealed that group reality therapy significantly improved the students' psychological well-being (p < 0.05).
Conclusion: Group reality therapy is an effective intervention for enhancing students' psychological well-being, Therefore, this method can be used to improve the psychological well-being of students.
Methods: The study population comprised all Payame Noor University students enrolled at Ghorveh branch during 2022. The research employed an experimental design with both experimental and control groups. A random sample of 30 students was selected, with 15 participants assigned to the experimental group, which received nine 90-minute sessions of group reality therapy. The remaining 15 students formed the control group. Data were collected using Carol Ryff's Psychological Well-Being Scale.
Results: The findings showed descriptive information regarding psychological well-being in pretest and posttest for both control and experimental groups. Psychological well-being mean value of students in experimental group in pretest was 308.01 ± 9.38, while posttest mean value for the same group was 317.73 ± 8.99. In contrast, psychological well-being mean value of students in control group in pretest was 309.93 ± 8.84, with posttest mean value for this group being 310.46 ± 8.96. The findings revealed that group reality therapy significantly improved the students' psychological well-being (p < 0.05).
Conclusion: Group reality therapy is an effective intervention for enhancing students' psychological well-being, Therefore, this method can be used to improve the psychological well-being of students.
Type of Study: Original Article |
Subject:
Education & Health
Received: 2024/10/8 | Accepted: 2025/02/24 | Published: 2025/05/18
Received: 2024/10/8 | Accepted: 2025/02/24 | Published: 2025/05/18
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
