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year 15, Issue 2 (2nd Spring 2026 2026)
Rooyesh 2026, 15(2): 211-220 |
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Morovat M, Jian Bagheri M, Hossienzadeh Taghvaei M, Bliad M R, Tarimoradi A. (2026). Compare the effectiveness of narrative therapy and reality therapy on academic resilience in adolescent girls with academic underachievement. Rooyesh. 15(2), 211-220.
URL: http://frooyesh.ir/article-1-6597-en.html
URL: http://frooyesh.ir/article-1-6597-en.html
Maryam Morovat1 
, Masoumeh Jian Bagheri *2 , Marjan Hossienzadeh Taghvaei1 , Mohammad Reza Bliad1 , Arezoo Tarimoradi1
, Masoumeh Jian Bagheri *2 , Marjan Hossienzadeh Taghvaei1 , Mohammad Reza Bliad1 , Arezoo Tarimoradi1
1- Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran.
2- Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran. Mbagheri.phd88@yahoo.com ,Mbagheri.phd88@yahoo.com
2- Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran. Mbagheri.phd88@yahoo.com ,
Abstract: (33 Views)
The present study aimed to compare the effectiveness of narrative therapy and reality therapy on academic resilience in adolescent girls with academic underachievement. The research method was quasi-experimental with a pretest-posttest control group design and a three-month follow-up period. The statistical population included female high school students with academic underachievement in District 3 schools of Karaj during the 2023–2024 academic year. Among them, 45 students were selected through convenience sampling and randomly assigned to two experimental groups and one control group (15 participants in each group). The research instrument was the Academic Resilience Questionnaire (ARQ; Samuels, 2004). The first and second experimental groups received 8 weekly training and intervention sessions based on narrative therapy and reality therapy approaches, respectively. Data were analyzed using repeated measures ANOVA and the Bonferroni test. The results showed a significant difference between pretest scores and posttest and follow-up scores of academic resilience (P<0.01). However, there was no significant difference between the two therapeutic methods over time (P>0.01). Therefore, it can be concluded that both methods are effective as sustainable interventions for improving academic resilience in adolescent girls with academic underachievement and can be used as psychological interventions.
Keywords: Narrative Therapy, Reality Therapy, Academic Resilience, Academic Underachievement, Adolescent Girls.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2025/09/22 | Accepted: 2025/10/21 | ePublished: 2026/04/29
Received: 2025/09/22 | Accepted: 2025/10/21 | ePublished: 2026/04/29
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