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year 14, Issue 12 (Winter S 2026 2026)
Rooyesh 2026, 14(12): 107-114 |
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Purrezaian M, Purrezaian H. (2026). Effect-Evaluation of the Psychodrama based on Doubling for Parents on Students' Schooling Anxieties. Rooyesh. 14(12), 107-114.
URL: http://frooyesh.ir/article-1-6871-en.html
URL: http://frooyesh.ir/article-1-6871-en.html
1- Assistant Professor, Department of Art Research, Shahed University, Tehran, Iran
2- Assistant Professor, Department of Psychology, University of Tehran, Tehran, Iran. ,h.purrezaian@ut.ac.ir
2- Assistant Professor, Department of Psychology, University of Tehran, Tehran, Iran. ,
Abstract: (119 Views)
The aim of the present study was to design and evaluate the effectiveness of a psychodramatic psychoeducational protocol based on doubling, focusing on the ability of parents to influence students' schooling anxieties. The research method was a quasi-experimental design with a pre-test post-test design and a control group. The statistical population of the study included all fourth- to sixth-grade students with schooling anxieties in Tehran, from whom 30 students were selected purposefully and based on the research criteria. The students were randomly assigned and equally divided into two experimental and control groups. The psychoeducational protocol based on doubling was implemented in four main sessions, along with additional guidance sessions, for the parents of the experimental group students. The control group students also received the usual psychodrama specific to children, and their parents were present only in the first interview session. To measure the level of students' schooling anxieties and their perception of their parents' reactions, the spectrogram sociometric method was used. Multivariate analysis of covariance was used to analyze the data. The results showed that students in both groups experienced significant decreases in schooling anxieties, but the perception of these students towards their parents' reactions decreased significantly only in the experimental group. In fact, the findings showed that by controlling for the pre-test effect, there was no significant difference between the mean post-test schooling anxieties of the experimental and control groups, but in the case of students' perception towards their parents' reactions, this difference was significant at the P‹0.001 level. According to the research findings, it can be concluded that if we are looking for lasting and fundamental changes in students' academic anxiety, we should also involve parents in the treatment sessions. Of course, generalizing the results of the present study requires conducting numerous similar studies in the future.
Type of Article: Research |
Subject:
Clinical Psychology
Received: 2026/01/2 | Accepted: 2026/01/29 | ePublished: 2026/03/1
Received: 2026/01/2 | Accepted: 2026/01/29 | ePublished: 2026/03/1
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