Abstract
This meta-analytical study aimed to examine the effectiveness of reality therapy in enhancing students learning motivation and discipline. Seven experimental studies were selected as the sample of the study using purposive sampling technique. These selected studies reported the effect of reality therapy on learning motivation and discipline. The analysis was done using pre-post contrast meta-analysis. The calculation result showed a weighted mean effect score of 2.818. The mean effect size score is the parameter that represents effective contribution. This positive score indicates that the post-test score is higher than the pre-test score. Accordingly, it could be concluded that reality therapy is effective for enhancing learning motivation and discipline.
Highlights
Reality therapy is a method developed by William Glasser, a psychiatrist at a hospital and correctional institutions (Wubbolding & Brickell, 2017)
Glasser emphasizes that clients should not be seen as helpless individuals. They are responsible for making a more effective choice for their life (Wubbolding, 2010). He highlights the importance of human needs, including power, love and belonging, freedom, fun, and survival (Shafie et al, 2019)
The outcome of this study allows us to conclude the effect of reality therapy on the students learning motivation and discipline, in the Indonesian school context
Summary
Reality therapy is a method developed by William Glasser, a psychiatrist at a hospital and correctional institutions (Wubbolding & Brickell, 2017). Reality therapy could be applied in school settings (Jusoh et al, 2011), family settings (e.g., to cope with marriage problems), (Naderi et al, 2015), and community settings This therapy allows students to be more aware of their behaviors and help them to gain better selfunderstanding (Shafie et al, 2019). A study conducted by Nematzadeh & Sary (2014) evidences that reality therapy could enhance students’ happiness, one of their needs as human beings Applying this therapy in group settings is proven to be more advantageous since the interaction among the group members (i.e., through self-disclosure, support, empathy, and understanding each other) allows individuals to gain a better picture of themselves (Massah et al, 2015). The outcome of this study allows us to conclude the effect of reality therapy on the students learning motivation and discipline, in the Indonesian school context. The analysis was done in the following steps: 1) Calculating effect size, effect size variance, and standard error of the effect size, 2) Calculating summary of effect size, effect variance, and Standard error effect, 3) Calculating confidence interval, 4) Performing hypothesis testing by calculating Z-value and p-value 5) interpreting and drawing a conclusion based on the analysis result
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