The effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students

Ranjbar, Masoumeh; Ghamari, Mohammad; Yazdi, Seyedeh Monavar

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year 12, Issue 12 (winter 2024 2024) Rooyesh 2024, 12(12): 75-84 | Back to browse issues page

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Ranjbar M, Ghamari M, Yazdi S M. The effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students. Rooyesh 2024; 12 (12) :75-84
URL: http://frooyesh.ir/article-1-4875-en.html

The effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students

Masoumeh Ranjbar¹

, Mohammad Ghamari

², Seyedeh Monavar Yazdi³

1- Ph.D. Student of Counseling and guidance, Department of Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor, Department of Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran. , Counselor_ghamari@yahoo.com
3- Professor, Department of Psychology, faculty of education and Psychology, AlZahra University, Tehran, Iran.

Abstract: (127 Views)

This study aimed to determine the effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students. The research method employed was semi-experimental with a pre-test-post-test design and a control group, including a three-month follow-up period. The statistical population comprised all depressed students in girls' high schools in Khomein City during the academic year 2021-2022. A sample of 30 individuals was randomly selected, with 15 in each group (experimental and control group) using the purposeful sampling method. For the intervention, the general self-efficacy scale (GSE, Scherer et al., 1982), the academic engagement scale (AES, Zerang, 2012), and a 12-session protocol (one 90-minute session per week) of Hotzel (2002) meaning therapy were utilized. Data analysis was conducted using analysis of variance with repeated measurements. The results indicated a significant difference between the pre-test and post-test stages of self-efficacy (p<0.001) and the follow-up pre-test (p<0.001). Similarly, a significant difference was observed between the pre-test and post-test stages of academic engagement (p<0.001) and the follow-up pre-test (p<0.001), highlighting the effectiveness of the intervention. Therefore, the use of meaning therapy can contribute to an increase in self-efficacy and academic engagement in depressed students.

Keywords: academic engagement, meaning therapy, self-efficacy, depression.

Full-Text [PDF 617 kb] (84 Downloads)

Type of Article: Research | Subject: Clinical Psychology
Received: 2023/09/30 | Revised: 2024/03/10 | Accepted: 2023/10/16 | ePublished: 2024/02/29