fa روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;">The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser&#39;s (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students.</span></span></span></div> Group Reality Therapy, Academic Engagement, Academic Adjustment, Elementary School Students 16 28 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-377-1&slc_lang=fa&sid=1 Sadegh Ahmadi sadegahmadi76@gmail.com 100319475328460010296 100319475328460010296 Yes MA student in Curriculum Studies, Tabriz University, Tabriz, Iran Maryam Golibagh Mohammad.Saeid.Ahmadi.95@gmail.com 100319475328460010297 100319475328460010297 No MA in Positive Psychology, Department of Psychology, Islamic Azad University, E-Campus, Tehran, Iran Mohammad Saeid Ahmadi Mohammad.Saeid.Ahmadi.95@gmail.com 100319475328460010298 100319475328460010298 No Assistant Professor of Psychology, Department of Educational Sciences, Farhangian University, Tehran, Iran Leily Falahatimarvast Mohammad.Saeid.Ahmadi.95@gmail.com 100319475328460010299 100319475328460010299 No MA in General Psychology, Imam Javad University, Yazd, Iran