Objective: Adolescence is a critical developmental stage where 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 city during the 2024
academic year. Using purposive sampling, an initial screening was conducted by
administering the Adolescent Self-Efficacy Questionnaire 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
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 < 0.05).
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: Self-efficacy, Responsibility Training, Reality Therapy, Vocational
Students, Adolescence.