Comparison the Effectiveness of Positive Self-Talk Training and Self-Control Training Methods on Self-Efficacy Beliefs of High School Girl Students

Abstract

Background and Objective: The review of literature suggests self-talk and self-control as effective methods for improving mental health and achievement of goals. Considering the importance of improving the level of self-efficacy of students, this study aimed to compare the effectiveness of positive self-talk and self-control training on self-efficacy of 10th high school female students. Methods: The present study is a semi-experimental design with pre-test posttest design with experimental and control groups. The research population is female students who study in 10th grade of the empirical sciences of public schools in Tehran's 2nd district in 2017-2018. The sample size was 60 students who were selected by simple random and simple cluster sampling method, and they were randomly assigned into three groups of 20 subjects, two experimental groups (one self-talk and one self-control training group) and one control group. Each of the experimental groups was trained for 10 weeks. To measure self-efficacy, the general self-efficacy questionnaire of Sherer et al. (1982) was used. Data analysis was performed using SPSS 21 and one-way covariance analysis. Results: The results indicated that positive self-talk and self-control training were effective on self-efficacy of students. Also, there is difference between effectiveness of these two methods on self-efficacy, and self-control training had greater effect on increasing self-efficacy (P<0/001). Conclusion: Regarding the effectiveness of positive self-talk and self-control training on general self-efficacy of students, it is desirable to conduct training courses on positive self-talk and emotional self-control in schools by counselors and therapists.

The Effect of Cognitive-behavior Modification and Feeding Behavior on Serotonin Levels and Depression Symptoms

“…In the literature review, no study was found that investigated the effect of cognitive-behavior modification training on depressive symptoms among students. However, the results of this study agree with the findings of Arian and Dehghani Firoozabadi [29], Lotfi et al [27], Esmaili [30], Kazemian [28], Sadipoor et al [25], and Chen et al [26], confirming that the mental health has a significant relationship with negative self-talk, and teaching how to reduce negative self-talk is very effective in psychological adjustment. Arian and Dehghani Firoozabadi [29] showed that teaching positive self-talk is effective in increasing women's belief in their general self-efficacy.…”

“…Esmaili [30] also reported that this type of treatment leads to the resolution of marital conflicts. Saadipoor et al [25] believed that teaching positive self-talk and eliminating cognitive errors and familiarity with the techniques of replacing negative self-talk with positive self-talk affect people's self-efficacy and their belief in mastery and success in various fields. Chen et al [26] observed that students' social anxiety decreased rapidly and significantly after intervention with cognitive-behavior modification strategy.…”

“…One of the important characteristics of depressed people is the unrealistic negative assessments of the self-value, guilt, and rumination of past minor failures [1]. Because of these characteristics in depressed individuals, teaching cognitive behavior modification by focusing on negative self-talk can help create sensible thoughts and positive inner dialogue [25][26][27][28][29][30]. Also, since mental health has a significant relationship with negative self-talk, teaching how to reduce negative self-talk can help the psychological adjustment of depressed people [26].…”