The Effectiveness of Schema Therapy on Academic Motivation amongst High School Female Students in Kermanshah
Subject Areas : Educationalnasim sajjadi 1 , mohsen golmohammadian 2 , mohsen hojatkhah 3
1 - کارشناسی ارشد مشاوره مدرسه، دانشگاه رازی، کرمانشاه، ایران
2 - عضو هیأت علمی دانشگاه رازی، کرمانشاه، ایران
3 - عضو هیأت علمی دانشگاه رازی، کرمانشاه، ایران
Keywords: female high school students, Academic motivation, effectiveness of schema therapy,
Abstract :
The purpose of the study was to investigate the effectiveness of schema therapy on academic motivation amongst high school female students in Kermanshah. It was a semi-experimental and pre-test, post-test design with control group. The population is all female first grade high school students in Kermanshah in 2015. For so doing, 30 students were selected through cluster sampling method and assigned in 2 groups (experimental and control) randomly. The experimental group received schema therapy training in 8 sessions. The research instruments inculde Vallerand, Blaise, Breier & Pelletier Academic Motivation Scale (1989). The data were analyzed through MANCOVA. The results showed that there was a significant difference between the two groups in terms of academic motivation and its components (P<0.05). Schema therapy is effective in increasing academic motivation of female students.
Akomolafe, M.J., Ogunmakin, A.O & Fasooto, G.M. (2013). The role of academic self- efficacy, academic motivation and academic self- concept in predicting secondary school Students academic performance. Journal of Educational and Social Research, 3(2), 335-342.
Areepattamannil, SH. (2011). Academic self- concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. PhD dissertation, Queen’s university, Ontario, Canada, 1-200.
Bengtsson, B & Ohlsson, B. (2010). The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30:150–6.
Deci, E.L & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: plenum press.
Deci, E.L & Ryan, R.M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68–78.
Deci, E.L & Ryan, R.M. (2001). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological in Query, 11, 227-268.
Cormier, A., Jourda, B., Laros, C., Walburg, V & Callahan, S. (2010). Influence between early maladaptive schemas and depression. L'Encéphale, Article in Press, Corrected proof.
Hocker, A., Engberding, M., Beissner, J & Rist, F. (2008). Evaluation of Cognitive Behavioral Intervention for Procrastination. Verhaltenstherapie, 18 (4), 223-229.
Khanehkeshi, A. (2014). Effectiveness of cognitive behavior therapy on academic stress among high school students, Journal of Fundamental and Applied Life Sciences, 4(s3), 2231– 6345.
Kreuter, E.A & Moltner, K.M. (2014). Treatment and management of maladaptive schemas. New York: Springer international publishing.
Kumar, V.G & Sebastian, L. (2011a). Effectiveness of CBT on Self esteem and academic achievement in adolescent students. Journal of Development Matters, 5, 0976-4674.
Kumar, V.G & Sebastian, L. (2011b). Impact of CBT on self-efficacy and academic achievement in adolescent students. Journal Applied Psychology, 37, 134-139.
Lavasani, M.G., Weisani, M & Ejei, J. (2011). The role of achievement goals, academic motivation in statistics anxiety: testing a causal model. Procedia - Social Behavioral, 15, 1881–1886.
Lavasani, M.G., Weisani, M & Shariati, F. (2014). The role of achievement goals, academic motivation in statistics anxiety: Testing a causal model. Social and Behavioral Sciences, 114, 933-938.
Qian-bao, T., Yang, P & Yi-ping, Z. (2013). School Maladaptive Schema and Academic Achievement: Mediation of Academic Self-efficacy, Chinese Journal of Clinical Psychology, 5.
Scott, H.K & Young, E.J. (2006). Schema therapy for borderline personality disorder, Journal of Clinical Psychology, 62(4), 445-458.
Simpson, W.K & Pychy, T. (2009). Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. A Personality and Individual Differences, 47, 906–91.
Toker, B & Avcl, R. (2015). Effect of cognitive-Behavioral-Theory-based skill Training on Academic Procrastination Behaviors of University Students. Educational Sciences: Theory & Practice, 15(5), 1157-1168.
Vallerand, R.J., Blais, M.R., Briere, N.M & Pelletier, L.G. (1989). Construction and Validation of the Echelle de motivation an education. Canadian Journal of Behavioral Sciences, 21, 323-341.
Vallerand, R.J., Plletier, G., Blaise, M.R., Breier, N.M., Senecal, C & Vallieres, E.F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amovation in education. Educational and Psychological Measurement, 52, 1003- 1017.
Young, J.E. (1990). Cognitive therapy for personality disorders: A Schema focused approach. New York: Professional resource exchange TNC.
Young, J.E., Klosko, J.S & Weishaar, M.E. (2003). Schemas therapy: A practitioner guide. New York: Guilford press.
