The Effect of Reality-Therapy on the Negligence and Self-Regulation of School Students

The purpose of this paper is to study the effect of reality-therapy on reducing negligence and increasing self-regulation of school students. The method of the study is quasi-experimental and 16-18 girl students of Hassanieh Girls’ High school (Second Middle) of Tehran District 2, who educated in 2015-2016, constituted the target population. For this purpose, cluster and judgmental sampling methods were used and the data was collected through questionnaires of Educational Negligence (Atkin, 1982) and Self-Regulation Inventory (Pintrich & Digroot, 1990). The questionnaires were distributed among 100 high school students (grades two, three, and four). Then, using judgmental sampling method, 30 students, who had high level of educational negligence and low self-regulation, were selected and were randomly placed into two groups of 15 students: experimental and control groups. The experimental group members were exposed to 5 sessions of reality-therapy intervention based on WDEP; but the control group members were not. Multivariate analysis of covariance was used to test the hypotheses. The findings show that reality-therapy intervention significantly reduces educational negligence; also, the level of the marks of self-regulation of experimental group significantly increased compared to those of the group control.