The Effectiveness of Storytelling Therapy on the Components of Academic Self-Regulation in Female Students with Coping Disorder Disorder

Subject Areas : Journal of Excellence in counseling and psychotherapy

Fereshte Yadi ¹ , Alireza Kiamanesh ² , Hadi Bahrami ³

1 - PhD Student in Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor, Kharazmi University, Tehran, Iran
3 - . Professor, Islamic Azad University, Science and Research Branch, Tehran

Received: 2019-04-23 Accepted : 2019-07-01 Published : 2019-08-23

Keywords: Narrative therapy, components of academic self-regulation, ODD,

Abstract :

Purpose: The purpose of the present study was to investigate the effectiveness of storytelling on the components of academic self-regulation (study strategy, goal setting, self-evaluation, seeking help, responsibility, and organization) in students with coping disorder. Methodology: The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study was female students with Coping Disorder Disorder Disorder in Tehran Region 5 who were in the eighth grade in the academic year 1976-96. Out of 180 eighth grade students, 30 subjects were selected and divided into experimental (n = 15) and control (n = 15) groups. Then, both groups received pre-test for academic self-regulation. After intervention for the experimental group (ie, storytelling for 8 consecutive sessions, 75 minutes a week), both groups were re-evaluated using the research tool. Participants in the pre-test and post-test were evaluated using the Arab-Zadeh Self-Regulatory Questionnaire (2013). The experimental group was trained in 8 sessions of storytelling strategies. However, during this time, the control group received no training. Data were analyzed by covariance analysis at the significant level 0.05 using spss21 software. Findings: The results showed that storytelling was effective on academic self-regulation and among the components of academic self-regulation, storytelling had only an effect on memory and helper-seeking strategy (P <0.001). Conclusion: Effective and effective storytelling therapies are effective methods to improve cognitive skills of people with ADHD.