Teaching choice theory on increasing mental health and academic self-efficacy of female high school students

Fatemeh Mirhoseini; Mahmoud Shirazi; Fatemeh Soghra Karbalaei Herafteh

doi:10.61838/kman.jayps.2.2.17

Authors

Fatemeh Mirhoseini Ph.D. student, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran Author https://orcid.org/0000-0003-3288-3269
Mahmoud Shirazi Associate Professor, Faculty of Educational Sciences and Psychology, Department of Psychology, University of Sistan and Baluchistan, Zahedan, Iran Author https://orcid.org/0000-0003-4337-1314
Fatemeh Soghra Karbalaei Herafteh Assistant Professor, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran Author https://orcid.org/0009-0003-1239-4641

DOI:

https://doi.org/10.61838/kman.jayps.2.2.17

Keywords:

Choice theory, mental health, academic self-efficacy, students

Abstract

Background and purpose: The purpose of this study was to teach choice theory to increase mental health and academic self-efficacy of female high school students. Research method: It was a semi-experimental research design of pre-test-post-test and follow-up type with a control group. The sample includes 40 female high school students who were randomly selected. Selection theory training was conducted on the experimental group for 12 sessions of 120 minutes, and a post-test was conducted after the sessions. GHQ and Morgan's academic self-efficacy questionnaire were used to collect data. Findings: The results of covariance analysis showed that choice theory training was effective in increasing the mental health and academic self-efficacy of female high school students. Conclusion: Therefore, according to The effectiveness of choice theory training on improving mental health and academic self-efficacy, it is recommended to educators to use the choice theory training program in order to improve the condition of students.