Introduction: The present study was conducted with the aim of comparing the effectiveness of reality therapy and motivational psychotherapy on the academic self-concept of female students.
Methods: The research method was quasi-experimental with a pre-test-post-test design with a control group. The studied population consisted of all female students of the second grade of high school in Kashmir city in the academic year of 1402-1401. In order to select the research sample, the purposeful sampling method was used. In this way, 45 people were selected from among those who met the conditions to enter the study and volunteered to participate in the research and were randomly assigned to three control groups (15 people), motivational psychotherapy (15 people) and reality therapy (15 people). The research tool was the academic self-concept questionnaire that all three groups answered in the pre-test and post-test phases. The data was analyzed using analysis of covariance and independent t-test.
Results: The results showed that both motivational psychotherapy and reality therapy significantly improved the academic self-concept of the sample group (P≥0.05). Also, the results showed that there is no significant difference between the effectiveness of reality therapy and motivational psychotherapy in the academic self-concept variable (P≤0.05).
Conclusion: The results of this study can open the way for counselors and therapists to help teenagers and show the importance and efficiency of motivational psychotherapy and reality therapy.