Effectiveness of group metaphor model on school satisfaction and resilience of students with academic failure

The purpose of this study was to investigate the effect of metaphoric therapy on school satisfaction and resilience of students with decreasing academic performance in the second grade secondary school of Lenjan, 96-95. The statistical population of the study consisted of all students with poor academic performance in the academic year of 1996-96. 30 students were selected by multi-stage random cluster sampling and randomly assigned to two experimental groups (15 subjects) and control (n = 15). The research method was pre-test and post-test with control group. Meta-therapy interventions were performed for 8 sessions of 90 minutes in 2 sessions per week in the experimental group. The instrument used was Hubner's academic satisfaction questionnaire (1994) and the persistence of Connor and Davidson (2003). Data were analyzed using Mannova's covariance analysis. Analysis of the research data showed that the intervention of meta-therapy based education in two variables of school satisfaction and resilience led to a significant increase in performance in the experimental groups compared to the control group in the post-test phase. Education based on the meta-therapy approach on non-survival and resilience satisfies 92% and 84% of variation variation, respectively. Independent variable at this stage on the resiliency variable subscales including personal competence and solidity, trust in personal instincts and tolerance of negative emotions, positive admission of emotions and safe relationships, control and spiritual influences were 59, 77, 84, 77 and 58 percent, respectively. It explains the changes in dependent variables (P <0.05).