The effect of group reality therapy on moral intelligence and academic adjustment of students

The aim of this study was to investigate the effect of group reality therapy on moral intelligence and academic adjustment of high school students in Gorgan. The research was applied in terms of purpose, and the method was quasi-experimental (pre-test and post-test with a control group). The statistical population consisted of all-male high school students in Gorgan in the school year of 2015-2016. Of these, 15 were randomly assigned to the experimental group and 15 to the control group. Data were collected using the standard Link and Keil Moral Intelligence Questionnaire and the Farahbakhsh Academic Adjustment Questionnaire. The intervention tool was a group reality therapy training based on Glasser's model in eight 90-minute sessions. Univariate and multivariate analysis of covariance was used for data analysis. Findings showed that reality therapy had a positive effect on the dimensions of moral intelligence (honesty, responsibility, forgiveness, empathy) as well as the dimensions of academic adjustment (adjustment to the educational environment, the field of study, academic and educational skills). Therefore, using content and reality therapy guidelines will be helpful in promoting students' moral intelligence and academic adjustment.