Comparing the effectiveness of self-esteem training based on phenomenological approach and cognitive-behavioral self-esteem training on self-esteem and academic motivation of teenage girls

Parastoo Parvizi ¹ ( Ph.D. Student of Educational Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran )
محسن گل پرور ² ( Professor of Psychology, Islamic Azad University, Isfahan Branch, Assessment & Research Applied Psychology [e-mail] )
Mozgan Arefi ³ ( . Assistant Professor, Psychology, Islamic Azad University Isfahan (Khorasgan) Branch )

Submited date : 2024-04-06 Accepted date : 2024-08-10

Keywords: Phenomenological approach, cognitive behavioral education, self-esteem, academic motivation,

Abstract :

The purpose of this research is to compare the effectiveness of self-esteem training based on the phenomenological approach and cognitive-behavioral self-esteem training on self-esteem and academic motivation of teenage girls. The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. All secondary school girls of Isfahan city in the academic year 1400-1401 formed the statistical population of the research. From the statistical population, 45 female students with entry criteria were selected in a purposeful manner and randomly divided into three groups (two experimental groups and one control group), 15 people in each group. Two educational groups received self-esteem training based on the phenomenological approach and cognitive-behavioral self-esteem training during 8 weekly sessions, and the control group did not receive training. The data collection tools were the Cooper-Smith Self-Esteem Questionnaire (1967) and the Wallerand Academic Motivation Scale (1992). The data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test with SPSS-26 software. The results showed that both self-esteem training based on phenomenological and cognitive-behavioral approaches were effective on self-esteem and academic motivation, and this effectiveness remained stable in the 60-day follow-up (p0.05). According to the findings, both educational packages are effective in increasing the self-esteem and academic motivation of adolescent girls, so these two packages can be used to help teenage girls.

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