Effectiveness of schema therapy on academic vitality, academic self-regulation and academic engagement of the students

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Shafiei Zohreh; SAJADIAN ILNAZ; NADI MOHAMMAD ALI

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: JOURNAL OF PSYCHOLOGICAL SCIENCE Year:2020 | Volume:19 | Issue:93 Page(s): 1175-1184

Download Full-Text

Persian Verion

View:

1,893

Download:

Cites:

Information Journal Paper

Title

Effectiveness of schema therapy on academic vitality, academic self-regulation and academic engagement of the students

Author(s)

Shafiei Zohreh | SAJADIAN ILNAZ | NADI MOHAMMAD ALI | Issue Writer Certificate

Keywords

Academic vitalityQ1

academic self-regulationQ1

academic engagementQ1

schema therapyQ1

Abstract

Background: Academic vitality, academic self-regulation and academic engagement are variables which can play a dramatic role in academic achievement of the students; however, does schema therapy help the improvement of Academic vitality, academic self-regulation and academic engagement of the students? Aims: The present study was conducted aiming to investigate the effectiveness of schema therapy on Academic vitality, academic self-regulation and academic engagement of the students. Method: The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population of the present study included the students at the state universities in Tehran in academic year 2017-18. 30 students were selected through purposive sampling method and they were randomly replaced into experimental and control groups (each group of 15). The experimental group received schema therapy intervention during 8 sessions of 90 minutes during two months. Academic vitality questionnaire (Martin and March, 2008), academic self-regulation questionnaire (Savari, Arabzadeh, 2012) and academic engagement questionnaire (Fredericks, Blumenfeld, Paris, 2004) were used. The data from the study were analyzed through MANCOVA. Results: The results showed that schema therapy has significantly influenced Academic vitality, academic self-regulation and academic engagement of the students (p< 0/001). Conclusions: According to the findings of the present study it can be concluded that through employing techniques such as training coping styles, making communication between present problems and schemata, prioritization and specifying most problematic academic behaviors and offering appropriate behavioral methods, schema therapy can be applied as an efficient method to improve Academic vitality, academic self-regulation and academic engagement of the students.

Cites

No record.

References

No record.

Cite

Related Journal Papers