Empowering Exceptional Children

Empowering Exceptional Children

The effectiveness of group counseling based on reality therapy on academic resilience and academic enthusiasm in visually impaired students

Document Type : Original Article

Authors
Majid Mohammadian 1
Mansoureh Hajhosseini 2
1 MA. student in school counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 Assistant Professor, Department of Educational and Counseling Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
10.22034/ceciranj.2024.412429.1795
Abstract
The aim of this research was to determine the effectiveness of group counseling based on reality therapy on academic resilience and academic enthusiasm in students with visual impairment in 2022. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of all visually impaired students in Tehran in the academic year of 2021-2022. Among them, 30 people, 15 in the control group and 15 in the experimental group, were selected through available sampling. They were randomly placed in two groups. In order to collect data, Pentrich et al.'s academic enthusiasm questionnaires (1991), Samuels' academic resilience (2004) and Glasser's reality therapy protocol (2010) were used in 8 face-to-face 90-minute sessions. To analyze the data, the multivariate covariance test (MANCOVA) was used. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the average of the post-test of academic resilience and academic enthusiasm in both experimental and control groups. As a result, the educational method of reality therapy can be used as one of the new positive approaches to improve the academic performance of visually impaired students with relatively stable effects, to increase academic resilience and academic enthusiasm.
Keywords
Academic Enthusiasm
Academic Resilience
Reality Therapy
Visual Impairment
 
Bhargava, R. (2013). The use of reality therapy with a depressed deaf adult. Clinical Case Studies. 12(5), 388-396.
Glasser, W. (2010). Reality Therapy: A New Approach to Psychiatry.2nd Ed. New York: Harper Collins Inc.
Matusevych, T., Demeshkant, N., & Trusz, S. (2024). Factor structure of academic resilience among Polish and Ukrainian students involved in remote education caused by Covid-19 and military aggression. Scientific Reports. 14.
Moghadasi, J., Keikavoosi-Arani, L. (2023). Investigating the factors influencing students’ academic enthusiasm for a shift of paradigm among education managers shaping academic pedagogy. BMC Medical Education. 23(480), 1-13.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: Michigan, National Centre for Research to Improve Postsecondary Teaching and Learning.
Samuels, W. E. (2004). Development of a non-intellective measure of academic success: Towards the quantification of resilience. The University of Texas at Arlington.
Sattler, K., & Gershoff, E. (2019). Thresholds of resilience and within-and cross-domain academic achievement among children in poverty. Early Childhood Research Quarterly. 46, 87-96.
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, Ch., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: the role of parenting style. Scientific Reports. 14(5571), 1-14.
Sopah, R., Yosef, Y., Dewi, R. S., Kushendar, K., & Purwati, P. (2023). Academic Resilience through Reality Approach Group Counseling: Quantitative Study taking Social Support and Independence into Account. Bulletin of Counseling and Psychotherapy. 5(2), 113-121.
Yang, S., & Wang, W. (2022). The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement. Frontiers in psychology. 12, 823537, 1-8.
Yang, S., Azari Noughabi, M., & Jahedizadeh, S. (2022). Modeling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China. Journal of Multilingual and Multicultural Development. 1–17.
 
 
 
 
Empowering Exceptional Children
Volume 14, Issue 4
Spring 2023
Pages 47-38

  • Receive Date 28 October 2023
  • Revise Date 10 November 2023
  • Accept Date 22 December 2023