The effectiveness of Reality therapy on Self-efficacy and Identity Styles of Female Students

Abstract

Background: Reality therapy is a series of techniques, methods and instruments which aimed at helping people in order to move from ineffective behaviors towards effective behaviors, from destructive choices to constructive choices and more importantly, from a dissatisfactory lifestyle to a satisfactory one. We aimed to investigate the effectiveness of reality therapy on self-efficacy and identity styles of Iranian female students. Methods: In this quasi-experimental study with pretest-posttest design, the study population included all second year of high school female students (458) in the second district of Tehran, Iran, during 2018-19; out of which 30 individuals were selected by using purposeful sampling method. To collecting data, the Self-efficacy scale and Identity styles questionnaire were used, and then they were assigned randomly to the two control (n=15), and experimental (n=15) groups. The experimental group received reality therapy training for ten treatment sessions (90 minutes for each session). The data were analyzed using SPSS software version 23.0. Results:Mean of age in the reality therapy were (16.87 ± 0.834) and the control group (17±0.926), respectively. There was no significant difference between the means of age in the two groups.There was a significant difference between the experimental and control groups in self-efficacy scores (academic, social, and emotional) (p = 0.001). Moreover, there was a significant difference between the scores of identity styles in the experimental and control groups (p = 0.001). Conclusions:The difference between the scores of the two groups indicates that reality therapy training is effective in the self-efficacy of female high school students. Considering the ETA squares, 72% of these changes are due to reality therapy (intervention) training.