Document Type : Research Article (s)

Authors

1 Faculty of Psychology and Educational Sciences, Department of Psychology, Islamic Azad University, Roudehen Branch, Tehran, Iran

2 Department of Counseling, Faculty of Educational Sciences and Counseling, Roudehen Branch, Islamic Azad University, Roudehen, Iran

Abstract

Background: A systemic personality theory and social dynamics are given in the Transactional Analysis for behavior. The objective of this study was to investigate the effectiveness of Transactional Analysis on self-efficacy and identity styles of Iranian female students.
Methods: The present research was quasi-experimental with pretest-posttest design with a control group. The study population included all the second year of high school female students (458) in the second district of Tehran, Iran, during the academic year 2018-19. Out of them, 30 individuals were selected using purposeful sampling method. For data collection, the self-efficacy scale and identity styles questionnaire were employed. They were then assigned randomly to the two control (n=15) and experimental (n=15) groups. The experimental group received Transactional Analysis training for 10 treatment sessions (90 minutes for each session). The data were analyzed with analysis of covariance (ANCOVA) in SPSS version 23.
Results: Mean and SD of age in the Transactional Analysis and the control groups were 16.87 ±0.834 and 17±0.926, respectively. Moreover, our findings showed that Transactional Analysis training had a significant effect on the experimental group in identity styles and self-efficacy scores (academic, social, and emotional) (P=0.001).
Conclusions: The result of our study showed that group psychotherapy with Transactional Analysis approach had significant effects on identity style and self-efficacy. For the assessment of organizations and their management, evaluating child growth, managing psychiatric problems at educational facilities and for social workers, Transactional Analysis were found to be useful.

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