Comparison of the Effectiveness of Schema Therapy and Reality Therapy on Psychological Capital of Preschool Teachers

Document Type : Original Article


1 Ph.D student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad

2 Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

3 Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University,

4 Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University,


Aim: Psychological capital is a positive construct and indicates the latent readiness and capacity for individual change and consists of components such as self-efficacy, hope, optimism and resilience. These four components work synergistically to help a person adapt more easily to life, community, and the workplace and achieve success. The aim of this study was to compare the effectiveness of schema, therapy and reality therapy on the psychological capital of preschool teachers in Shahrekord. Method: The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research instrument was the Psychological Capital Questionnaire (Lutans et al., 2007) which was completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance. Results: The results showed that the two methods of schema therapy and reality therapy had a stable effect on the average scores of total psychological capital and the components of self-efficacy, hope and optimism (P <0.05). ETA coefficients for psychological capital were 0.432 and for self-efficacy, hope and optimism were 0.265, 0.207 and 0.151, respectively. Conclusion: It was concluded that both schema therapy and reality therapy methods, in terms of their multifaceted structure and content, have almost the same value as the ability to improve psychological capital and the components of self-efficacy, hope and optimism, and can be He used these two intervention methods for preschool teachers.


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