Adolescent Behavior
Conditions
Brief summary
The aim of this study is to determine the effect of success skill development psychoeducation based on Positive Psychotherapy on the achievement motivation of adolescents.
Detailed description
The foundation of positive psychotherapy (PPT) Prof. Dr. It was cast by Nossrat Peseschkian. Psychodynamic approaches, existential-humanistic approaches, cultural therapy approaches and behavioral approaches are used in therapy. Positive Psychotherapy states that people have two basic abilities, namely loving and knowing. In line with the ability to love, primary abilities (love, modeling, relationship/contact, time, patience, trust, belief/religion, doubt, certainty, sexuality, hope and integrity) are formed; In line with the ability to know, secondary abilities (punctuality, orderliness, cleanliness, obedience, courtesy, honesty, loyalty, justice, hard work/success, frugality and reliability) are formed, which are behavioral categories. These real abilities develop with family, society, environment and time and become the character of the person, and the degree of whether or not the real abilities are in the person plays a decisive role in both the individual's own mental state and interpersonal relations. The ability to succeed, which is one of the secondary abilities, is extremely important for people to have goals and passions in life. The two most important components of a successful learning-teaching process are providing learner motivation and ensuring the learner's behavioral, sensory and cognitive participation in this process. Considering that a significant decrease in achievement motivation is observed especially in adolescents with advancing age, the achievement motivation levels of learners against course processes emerge as an important requirement.
Interventions
BEHAVIORALpsychoeducation
Positive Psychotherapy is a recently emerged therapy method that works on talents. In the study, success skill development psychoeducation based on positive psychotherapy will be applied.
Sponsors
TC Erciyes University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Intervention model description
The research was designed in an experimental model with an intervention-control group. The sample of the research; It consists of 60 students (30 controls, 30 experiments) with 80% power, 95% confidence interval and 0.05 margin of error.
Eligibility
Sex/Gender
ALL
Age
15 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
Being a high school student. Having equipment and internet to attend group sessions. Volunteer to work.
Exclusion criteria
Not having the equipment and internet to attend group sessions. Not being willing to work.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Achievement Motivation | Change = Pre-psychoeducational assessment (Time 1), immediately after psychoeducation (Time 2). | The scale consists of 9 items and two sub-dimensions. Of these dimensions, there are 2 items in the expectation sub-dimension and 6 items in the value sub-dimension. The lowest score that can be obtained from the scale is 8, and the highest score is 40. |
Contacts
Primary ContactEda Albayrak
Outcome results
None listed