The effectiveness of motivational interview on resilience, purposefulness, and social interest among adolescent girls of the Middle school
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Date
2024-12-19
Journal Title
Journal ISSN
Volume Title
Publisher
MSUPE
Abstract
The present study aims to investigate the effectiveness of motivational interview on resilience, purposefulness, and social interest in adolescent girls of the Middle school.This study was quasi-experimental research with a pre-test/post-test and control group design. tools in the current study included the Connor-Davidson Resilience Scale, Crumbaugh and Maholick’s Purpose in Life Test, and Crandell’s Social Interest Scale. Data analysis was performed using multivariate analysis of covariance (MANCOVA). The findings suggest that motivational interview enhances the purposefulness of adolescent girls during the intervention phase (ηp2 = 0.473) and follow-up phase (ηp2 = 0.378), It also enhances their resilience during the intervention phase (ηp2 = 0.247) and follow-up phase (ηp2 = 0.205), Motivational interview is also effective in increasing adolescent girls' social interest during the intervention phase (ηp2 = 0.203) and follow-up phase (ηp2= 0.109). Overall, motivational interview can increase adolescents' resilience against challenges, inspire purposefulness in them, and be a ground for social interest and increased empathy and participation.
Description
RESEARCH QUESTIONS / HYPOTHESES
RQ: Can motivational interview sessions affect the resilience, purposefulness, and social interest of female high school students in Khorramabad city?
RESEARCH AIM
Investigating the effect of motivational interview sessions on the level of resilience, purposefulness, and social interest of female adolescents in high school in Khorramabad city
PARTICIPANTS / SAMPLE DESCRIPTION
The current research is a quasi-experimental study with a pre-test, post-test, and control group design. The statistical population consists of adolescent female students in District 2 of Khorramabad during the 1402-1403 academic year. Using convenience sampling, 30 adolescent female students were selected and randomly placed into two groups of 15 for the experimental and control groups. The sampling was such that the researcher (school counselor), for ease and possibility of cooperation, chose students from their school (Reyhaneh Middle School) and then randomly placed 30 third-year middle school students willing to participate in the research into the experimental and control groups. The reason for choosing third-year students was their greater need for motivational topics and purposefulness in line with their field of study selection in that academic year.
APPARATUS AND MATERIALS
The structure of the motivational interviewi training: session 1: Introduction of members, expression of group and individual expectations, explanation of group rules, emphasis on confidentiality, overview of the training program, introduction to the concept of motivation.2: Training on the process and stages of change: This session assisted students in transitioning from an external need for change to an internal desire and inclination for change. 3: Clarification of emotions using techniques such as empathy, reflective listening, accurate understanding, acceptance, respect, and dealing with member resistance.4: Working on members’ ambivalence: Assessing the positive and negative consequences of behavior, providing a basis for the development, expansion, and awareness of the costs and rewards of members’ behavior.5: Emphasizing members’ self-efficacy in evaluating and measuring their ability to change: Techniques used in this session include brainstorming and problem-solving to chart short-term and long-term pros and cons before decision-making. 6: Emphasis on identifying values: Values, standards, qualities, and characteristics that help determine and establish goals and the direction of objectives and activities. Once an individual identifies their values, they have the power to exert significant pressure and influence on their behavior.7: Exploration and organization of members’ values: Techniques used in this session are value exercises, which include four stages: the first stage is identifying and marking the values most important to members, the second stage is selecting six key values, the third stage is prioritizing these six values, and the fourth stage is defining each value from the members’ perspectives.8: Recognizing situations that cause demotivation and ways to counteract them, problem recognition, assisting members in resolving concerns and coping strategies, intention to change, and optimism.
Connor-Davidson Resilience Scale: This questionnaire, designed in 2003 with 25 items, is scored on a Likert scale. Connor and Davidson reported a Cronbach’s alpha coefficient of 0.89 for the scale and a test-retest reliability coefficient of 0.87 over a four-week interval [1]. In The Iranian adaptation of this scale, Cronbach’s alpha reliability coefficient of 0.89 and validated the scale through item-total correlations ranging from 0.41 to 0.64 [10]. In a study, Cronbach’s alpha for the Connor-Davidson Resilience Scale among adolescents was 0.81. The average resilience score for this group was 67.51 with a standard deviation of 12.84[25].
Crumbaugh and Maholick’s Purpose in Life Test: Crumbaugh and Maholick developed this 20-item scale to measure the meaning and purpose of life as conceptualized by Viktor Frankl [7]. They reported a split-half reliability of 0.81 and a correlation of 0.68 with Frankl’s questionnaire. The Persian version of the scale has a Cronbach’s alpha of 0.92 [6]. In this Persian study, raw scores of 121 and 71 were also determined as the 90th and 10th percentile cut-off points, respectively.
Crandall’s Social Interest Scale (SIS): This instrument requires respondents to indicate which of the 15 pairs of characteristics they value most [35]. James Crandall reported the validity of his questionnaire as 0.77[6], which, following research [14], resulted in a Cronbach’s alpha coefficient of 0.61[11; 9]. In another study by Iranian researchers, Cronbach’s alpha for this scale was reported as 0.71, and the average score of Iranian university students on this scale was 6.86 with a standard deviation of 1.79 [11]. The reliability of the measurement tools in this research was examined using Cronbach’s alpha method, yielding coefficients of 0.83 for the resilience scale, 0.85 for the purposefulness scale, and 0.76 for the social interest scale, confirming the reliability of the measurement instruments
DATA COLLECTION PROCEDURE
The instruction was conducted in eight three-hour sessions on Wednesday afternoons, from 3 to 6 PM, at the school. Before the motivational interview training sessions commenced, both the experimental and control groups completed the Connor-Davidson Resilience Scale, the Crumbaugh and Maholick’s Purpose in Life Test, and Crandall’s Social Interest Scale as a pre-test. Subsequently, the training sessions were conducted for the experimental group over two months, while no training was provided to the control group. At the end of the sessions, both groups completed the aforementioned questionnaires again. three months after the post-test phase, to assess the intervention’s lasting effect, a follow-up phase was conducted with both groups completing the relevant questionnaires, and the results were compared with the pre-test and post-test scores of both groups.
STATISTICAL METHODS
The current research is a quasi-experimental study with a pre-test, post-test, and control group design. The data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) with SPSS software version 28.
Before performing the covariance analysis, the assumption of statistical homogeneity was examined. Initially, boxplot diagrams were used to identify outlier data, which were then corrected and placed within the minimum and maximum range. The normality of the distribution of variables was assessed using skewness and kurtosis statistics and the Shapiro-Wilk test.
The homogeneity of variances assumption was examined using Levene’s test, The homogeneity of covariance matrices assumption was examined using Box’s M test. And then used ANCOVA Test for Examining the Effectiveness of the Intervention on Research Variables in post-test and Follow-Up Time.
RESULTS
The findings suggest that motivational interview enhances the purposefulness of adolescent girls during the intervention phase (ηp2 = 0.473) and follow-up phase (ηp2 = 0.378). It also enhances their resilience during the intervention phase (ηp2 = 0.247) and follow-up phase (ηp2 = 0.205). Motivational interview is also effective in increasing adolescent girls' social interest during the intervention phase (ηp2 = 0.203) and follow-up phase (ηp2= 0.109). Overall, the use of motivational interview can be effective in enhancing resilience, purposefulness, and to some extent, social interest.
JOURNAL
Psychological Science and Education
AFFILIATION
GhasemiNiaei.Fatemeh
Allameh Tabatabai University, Tehran, Iran
ORCID:https://orcid.org/0000-0001-6948-4830,e-mail: fatemehghasemi3030@gmail.com
Derakhshan.Nafiseh
Isfahan University, Isfahan, Iran
ORCID:https://orcid.org/0000-0002-0413-2559, e-mail: ndrakhshan7@gmail.com
Keywords
Citation
Ghaseminiaei, F., Derakhshan, N. (2024). The effectiveness of motivational interview on resilience, purposefulness, and social interest among adolescent girls of the Middle school: Data set. RusPsyData: Psychological Research Data and Tools Repository. Moscow. https://doi.org/10.48612/MSUPE/pdp9-5dvh-hgrp (In Russ.).