Mohammad kahrobaei kalkhuran olia; masoud sharifi; omid shokri
Abstract
A sense of school belonging is an important psychological trait that affects on other components of schooling. The aim of this study was to investigate the effectiveness of group gestalt therapy on the sense of school belonging in tenth grade students in District 4 of Tehran. The present study was a ...
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A sense of school belonging is an important psychological trait that affects on other components of schooling. The aim of this study was to investigate the effectiveness of group gestalt therapy on the sense of school belonging in tenth grade students in District 4 of Tehran. The present study was a quasi-experimental study with pre-test and post-test design with control group and follow-up test. The statistical population included 10th grade male students in Tehran's 4th district in 2018-19. The final subjects(n=17) were randomly assigned to experimental (n = 9) and control (n = 8) groups. The experimental group underwent 8 sessins of group gestalt therapy and the control group did not receive any intervention. Then, after the test and also after 3 months, follow-up test was received from both groups and the results were compared with each other. The results of analysis of covariance showed that in general, the sense of scjool belonging in the experimental group is more than the control group (P = 0.001 and F = 19.08). Also, the effectiveness of the intervention was stable after 3 months (P = 0.001 and F = 46.72). Based on the findings of the present study, it can be concluded that group gestalt therapy is effective in increasing the sense of school belonging of tenth grade male students and this effect has a significant stability; Therefore, this intervention method can be used to improve the sense of school belonging in tenth grade students.
akbar nasiri; omid shokri; Jalil fathabadi; masoud sharifi
Abstract
The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to ...
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The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.
