Positive Psychotherapy in Adolescents on Achievement Motivation

Not Applicable

• Conditions: Adolescent Behavior
• Interventions: Behavioral: psychoeducation

• Registration Number: NCT05316441
• Lead Sponsor: TC Erciyes University

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.

Study Timeline

• Study First Submitted: 2022-03-15
• Status Verified: 2022-04
• Study Start: 2022-04
• Study First Submitted QC: 2022-04-04
• Study First Posted: 2022-04-07
• Last Update Submitted: 2022-04-14
• Last Update Posted: 2022-04-22
• Primary Completion: 2022-05
• Study Completion: 2022-06

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 60

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.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Intervention Group	psychoeducation	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.

Primary Outcome Measures

Name	Time	Method
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.