Volume 5, Issue 4 (December 2023)
IEEPJ 2023, 5(4): 71-83 |
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mohammadi A, Arshadrad M. (2023). Comparing the Effectiveness of Story Therapy and Music Therapy on Anxiety in Primary School Students. IEEPJ. 5(4), 71-83. doi:10.22034/5.4.71
URL: http://ieepj.hormozgan.ac.ir/article-1-774-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-774-en.html
Comparing the Effectiveness of Story Therapy and Music Therapy on Anxiety in Primary School Students
1- Assistant Professor, Department of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran , a_mohammadi@pnu.ac.ir
2- M.A of Educational Management, Teacher of Education, Tehran, Iran
2- M.A of Educational Management, Teacher of Education, Tehran, Iran
Abstract: (544 Views)
Objective: The aim of the present investigation was to draw a comparison between the efficacy of story therapy and music therapy in alleviating anxiety among primary school students in the city of Ilam.
Methods: The present study employed a semi-experimental approach, utilizing a pre-test-post-test design with a control group. The target population for this research consisted of second-year students attending elementary schools in Ilam in the year 2022. The sample size comprised 63 individuals, selected through accessible sampling, and were randomly assigned to three groups (21 students per group, with two experimental groups and one control group). The anxiety questionnaire developed by Najarian et al. (2014) was utilized as the research instrument. The experimental groups underwent eight sessions of story therapy training and twelve sessions of music therapy, while the control group did not receive any intervention. The data were analyzed using analysis of covariance (p < 0.05) with the assistance of SPSS software.
Results: The findings revealed that both story therapy and music therapy were effective in reducing students' anxiety. Also, according to the findings, there is no significant difference between the effectiveness of the two interventions on reducing anxiety.
Conclusions: Consequently, these findings hold valuable implications for educators, child psychologists, and families.
Methods: The present study employed a semi-experimental approach, utilizing a pre-test-post-test design with a control group. The target population for this research consisted of second-year students attending elementary schools in Ilam in the year 2022. The sample size comprised 63 individuals, selected through accessible sampling, and were randomly assigned to three groups (21 students per group, with two experimental groups and one control group). The anxiety questionnaire developed by Najarian et al. (2014) was utilized as the research instrument. The experimental groups underwent eight sessions of story therapy training and twelve sessions of music therapy, while the control group did not receive any intervention. The data were analyzed using analysis of covariance (p < 0.05) with the assistance of SPSS software.
Results: The findings revealed that both story therapy and music therapy were effective in reducing students' anxiety. Also, according to the findings, there is no significant difference between the effectiveness of the two interventions on reducing anxiety.
Conclusions: Consequently, these findings hold valuable implications for educators, child psychologists, and families.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/09/10 | Accepted: 2023/09/19 | Published: 2023/12/10
Received: 2023/09/10 | Accepted: 2023/09/19 | Published: 2023/12/10
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