Positive Psychotherapy in Adolescents on Achievement Motivation

TC Erciyes University

Status: Unknown

Conditions: Adolescent Behavior

Treatments: Behavioral: psychoeducation

Study type: Interventional

Funder types: Other

Identifiers

NCT05316441

Erciyes Universty

Details and patient eligibility

About

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.

Full 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.

Enrollment: 60 estimated patients

Sex: All

Ages: 15 to 18 years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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60 participants in 2 patient groups

Intervention Group

Experimental group

Description:

A total of 5 sessions of 1.5 hours of group therapy will be applied to the Intervention Group. Group therapies will be carried out over the internet once a week, after appropriate days and times are determined.

Treatment:

Behavioral: psychoeducation

Control Group

No Intervention group

Description:

The control group will not be interfered with.