مقایسه اثربخشی روایت‌درمانی و واقعیت‌درمانی بر معنا در زندگی در دختران نوجوان دارای افت تحصیلی

مریم مروت; معصومه ژیان باقری; مرجان حسین زاده تقوایی; محمدرضا  بلیاد; آرزو تاری مرادی

Authors

Maryam Morovat Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0009-0001-8977-0102
Masoumeh Jian Bagheri Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0009-0007-9780-2200
Marjan Hosseinzadeh Taghvaei Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran Corresponding author https://orcid.org/0000-0002-4978-5641
Mohammadreza Beliad Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0009-0007-6939-2689
Arezoo Tarimoradi Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0003-4413-250X

Keywords:

Academic underachievement, narrative therapy, meaning in life, adolescents, reality therapy

Abstract

This study aimed to compare the effectiveness of narrative therapy and reality therapy on meaning in life among adolescent girls with academic underachievement. This quasi-experimental study employed a pretest–posttest design with a control group and a three-month follow-up. The statistical population included all female upper-secondary school students with academic underachievement in District 3 of Karaj during the 2023–2024 academic year. Using convenience sampling, 45 eligible students were selected and randomly assigned to three groups: narrative therapy, reality therapy, and control, with 15 participants in each group. Data were collected using the Meaning in Life Questionnaire. The narrative therapy and reality therapy groups each received eight weekly 90-minute group intervention sessions, while the control group received no intervention during the study period. Data were analyzed using mixed repeated-measures analysis of variance in SPSS version 26. The results of mixed repeated-measures ANOVA showed a significant effect of time on meaning in life, indicating statistically significant changes across the pretest, posttest, and follow-up stages, F=38.983, p<0.0001, η²=0.481. The between-group effect was also significant, F=26.528, p<0.0001, η²=0.558. Pairwise comparisons indicated significant differences between pretest and posttest and between pretest and follow-up scores. Both narrative therapy and reality therapy groups showed significantly higher meaning in life scores compared with the control group, p<0.0001. However, the difference between the narrative therapy and reality therapy groups was not statistically significant, p=1.00. The findings indicated that both narrative therapy and reality therapy were effective in enhancing meaning in life among adolescent girls with academic underachievement. However, no statistically significant superiority was observed between the two therapeutic approaches. Therefore, both interventions can be applied in school counseling and adolescent mental health settings to strengthen meaning, purposefulness, and psychological adjustment among students experiencing academic underachievement.

Downloads

Download data is not yet available.

References

Abron, E., Azizi Ziabari, L. S., & Khajevand Khosheli, A. (2023). Effectiveness of online reality therapy on exam anxiety and academic procrastination of male high school students: A quasi-experimental study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 14(4), 301-310. https://doi.org/10.30476/ijvlms.2023.98989.1230

Afifah, H. N., Purwati, P., & Putro, H. E. (2022). The effect of reality therapy group counseling with the WDEP technique on increasing student academic resilience. KONSELI: Jurnal Bimbingan dan Konseling, 9(2), 215-222. https://doi.org/10.24042/kons.v9i2.12984

Asani, S., Panahali, A., Abdi, R., & Gargari, R. B. (2024). Effectiveness of reality therapy and mindfulness-based cognitive therapy in academic meaning and academic emotions of procrastinating students. Modern Care Journal, 21(2), e137148. https://doi.org/10.5812/mcj-137148

Astereki, M. A., Izadi, M., Mardani-Rad, M., & Bahramabadi, M. Z. (2023). The effectiveness of academic counseling based on cognitive-behavioral approach on resilience, motivation and academic emotions of students with academic failure. Islamic Life Style, 6(4), 228-236. https://doi.org/10.61838/kman.jayps.3.3.2

Astereki, M. A., Izadi, M., Mardani-Rad, M., & Zare Bahramabadi, M. (2022). The effectiveness of academic counseling based on the narrative approach on academic resilience and academic emotions of students with academic failure. Journal of Adolescent and Youth Psychological Studies, 3(3), 14-24. https://doi.org/10.61838/kman.jayps.3.3.2

Aziz, A. R. A. (2022). The effectiveness of reality therapy in group counseling to achieve student motivation for academic well-being. International Journal of Academic Research in Business and Social Sciences, 12(8), 886-898. https://doi.org/10.6007/IJARBSS/v12-i8/14632

Barcaccia, B., Couyoumdjian, A., Di Consiglio, M., Papa, C., Cancellieri, U. G., & Cervin, M. (2023). Purpose in life as an asset for well-being and a protective factor against depression in adolescents. Frontiers in psychology, 14, 1250279. https://doi.org/10.3389/fpsyg.2023.1250279

Bhuvaneswari, S., & Kaur, J. (2024). Exploring reality therapy: A case study on adolescent emotional recovery amidst family conflict. IAPS Journal of Practice in Mental Health, 2(2), 43-47. https://doi.org/10.4103/IJPMH.IJPMH_14_24

Bladh, M., Svedin, C. G., & Agnafors, S. (2023). Predictors of educational failure at 16 and 19 years of age: SESBiC longitudinal study. PLoS One, 18(1), e0279531. https://doi.org/10.1371/journal.pone.0279531

Chan, G. H. (2023). Therapeutic comparison in psychological capital. Frontiers in Psychiatry, 14, 1114170. https://doi.org/10.3389/fpsyt.2023.1114170

Cloitre, M., & Schmidt, J. A. (2022). STAIR narrative therapy. In Evidence Based Treatments for Trauma-Related Psychological Disorders: A Practical Guide for Clinicians (pp. 307-328). Springer International Publishing. https://doi.org/10.1007/978-3-030-97802-0_14

Ekinci, N., & Tokkaş, B. G. (2024). A systematic review of narrative therapy. Psikiyatride Güncel Yaklaşımlar, 16(1), 58-71. https://doi.org/10.18863/pgy.1256695

Eslami Hasanabadi, F., Mahdiyan, H., & Eslami, M. (2023). The effectiveness of reality therapy on emotional balance and responsibility of adolescents. Journal of Adolescent and Youth Psychological Studies, 4(1), 1-8. https://doi.org/10.52547/jspnay.4.1.1

Fayedi, M., & Golmohammadnejad Bahrami, G. (2023). The effectiveness of reality therapy in reducing symptoms of social anxiety and test anxiety in students. Instruction and Evaluation(63), 13-31. https://doi.org/10.30495/jinev.2023.1983889.2856

Fitriani, D., & Musafir, D. E. (2023). The effectiveness of group counseling services using the WDEP technique in improving student learning discipline at SMP Negeri 7 Palu. NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, 4(2), 202-212. https://doi.org/10.55681/nusra.v4i2.821

Golshani, G., Jadidi, M., Atashpour, S. H., & Salehi, M. (2025). The mediating role of meaning in life in explaining causal relationships between mindful self-care and mindfulness with subjective well-being among psychology and counseling professionals. Rooyesh-e-Ravanshenasi, 14(3), 153-162. http://frooyesh.ir/article-1-5524-fa.html

Hemmati, F., & Heydari, S. (2025). Comparing the effectiveness of reality therapy and compassion-focused therapy on self-concept in gifted female students. New Approaches in Educational Management and Sciences, 1(1), 1-12. https://doi.org/10.22034/edus.2025.225895

Hemmati, F., & Heydari, S. (2025). The effectiveness of reality therapy on academic anxiety in gifted female high school students. New Approaches in Educational Management and Health Sciences, 1(1), 1-12. https://doi.org/10.22034/edus.2025.225895

Liu, F., Li, H., Sun, H., Wang, P., & Qin, M. (2025). Adolescents' academic achievement and meaning in life: The role of self-concept clarity. Frontiers in psychology, 16, 1596061. https://doi.org/10.3389/fpsyg.2025.1596061

Motahari Nasab, Z., Mohsenzadeh, F., & Zahrakar, K. (2020). The effectiveness of reality therapy on reducing procrastination and increasing self-regulation in students. Culture Strategy(52), 203-221. https://doi.org/10.22034/jsfc.2021.126585

Murengera, E. M., Niyonsenga, J., Rutembesa, E., Sezibera, V., & Nshimiyimana, A. (2025). Contribution of narrative therapy in reduction of anxiety, depression and PTSD among survivors of the genocide against the Tutsi in 1994 in Rwanda. PLOS Mental Health, 2(4), e0000287. https://doi.org/10.1371/journal.pmen.0000287

Najibifar, M. (2022). The effectiveness of narrative therapy on aggression, resilience, and feelings of shame among female secondary school students from divorced families in Yasuj City Payame Noor University of Mobarakeh].

Nugroho, S., & Saniatuzzulfa, R. (2025). The effectiveness of reality therapy in reducing the fear of failure among X University students. Psikologika: Jurnal Pemikiran dan Penelitian Psikologi, 30(1). https://doi.org/10.20885/psikologika.vol30.iss1.art4

Postigo, Á., Fernández-Alonso, R., Fonseca-Pedrero, E., González-Nuevo, C., & Muñiz, J. (2022). Academic self-concept dramatically declines in secondary school: Personal and contextual determinants. International journal of environmental research and public health, 19(5), 3010. https://doi.org/10.3390/ijerph19053010

Pouramani, F. (2021). The effectiveness of narrative therapy on decision-making styles, academic engagement, and happiness of gifted female high school students in Aran and Bidgol Payame Noor University of Natanz].

Roshanravan, N. (2021). The effectiveness of reality therapy in improving students' loneliness and academic achievement. Jarac, 3(1), 49-65. https://doi.org/10.61838/kman.jarac.3.1.5

Shriner, E. J. (2025). Changing the narrative: A meta-analysis of narrative therapy and its changes since inception

Tri, E., Purwoko, B., & Habsy, B. A. (2025). Reconstructing narrative counseling and its relevance to self-meaning among vocational high school students. Quanta: Jurnal Kajian Bimbingan dan Konseling dalam Pendidikan, 9(2), 211-221. https://doi.org/10.22460/quanta.v9i2.6024

Verheijen, E., Rutz, S., Barendregt, C., & Pot, A. M. (2025). Youth care stories: A scoping review into what, why and how narrative approaches understand and improve quality of care for young people. Health Expectations, 28(2), e70166. https://doi.org/10.1111/hex.70166

Yuen, M., & Datu, J. A. D. (2021). Meaning in life, connectedness, academic self-efficacy, and personal self-efficacy: A winning combination. School Psychology International, 42(1), 79-99. https://doi.org/10.1177/0143034320973370

Yuliawati, L., Rasyida, A., & Wardhani, P. A. P. (2024). Who I am and who I want to be: The positive effect of self-concept clarity on purpose, life satisfaction, and personal meaning among Chinese and Indonesian emerging adults. Current Issues in Personality Psychology, 13(1), 50-57. https://doi.org/10.5114/cipp/188359