The Effect of Responsibility Training Based on Reality Therapy Approach on the Academic and Social Self-efficacy of Female Vocational High School Students

Taghvaei, Pegah; Mohagheghi, Hossein

doi:10.22034/iepa.2026.569568.1575

The Effect of Responsibility Training Based on Reality Therapy Approach on the Academic and Social Self-efficacy of Female Vocational High School Students

Document Type : Original Article

Authors

Pegah Taghvaei ¹

Hossein Mohagheghi ²

¹ MSc. Student in General Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.

² Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.

https://doi.org/10.22034/iepa.2026.569568.1575

Abstract

Objective: Adolescence is a critical developmental stage in which self-efficacy plays a pivotal role. The aim of the present study was to determine the effect of responsibility training based on the Reality Therapy approach on the self-efficacy of female vocational high school students.
Method: The research employed a quasi-experimental design with a pre-test and post-test involving an experimental group and a control group. The statistical population consisted of all female vocational high school students in Arak during the 2024 academic year. Using purposive sampling, the researchers conducted an initial screening by administering the Adolescent Self-Efficacy Questionnaire (Muris, 2001) to 150 students. Thirty students with the lowest scores were selected and randomly assigned to the experimental group (n=15) and the control group (n=15). The experimental group received eight 90-minute sessions of responsibility training based on Reality Therapy (Garavandnia et al., 2024), while the control group received no intervention. Data were collected using the Self-Efficacy Questionnaire (SEQ-C) developed by Muris (2001) and analyzed using the Analysis of Covariance (ANCOVA).
Results: The results indicated a significant difference in the mean scores of overall, social, academic, and emotional self-efficacy in the experimental group compared to the control group (P < .05).
Conclusions: The findings suggest that responsibility training based on Reality Therapy significantly enhances self-efficacy components among female adolescents. This intervention can be utilized as an effective method to improve students' psychological capabilities and social adjustment.

Keywords

Adolescence

Reality Therapy

Responsibility Training

Self-efficacy

Vocational Students

Subjects

School Psychology

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