The Effectiveness of Solution-Focused Approach on Temperament and Character Dimensions among Probative University Students

Document Type: Original Article

Authors

1 Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

10.30491/ijbs.2020.104827

Abstract

Abstract

Introduction: Academic achievements, and related effective factors addressed by researchers in this field, have become a new center of attention for planners of higher educational systems. This study aims to examine the effectiveness of solution-focused approach, on temperament and character dimensions of probative university students.
Method: The study was experimental involving pre-test and post-test, which was carried out on both experimental, and control groups on 40 students of University of Zanjan. Participants were randomly selected and placed into control and experimental groups, each containing 20 members. Pre-test was implemented on both groups, and solution-focused approach was executed on the experimental group at presence of an advisor during 9 sessions (2h) per week. During this period, no intervention was conducted on the members of the control group. Post-test was administered on both groups. Cloninger’s Temperament and Character Inventory (TCI-125) was employed for data collection. In addition, data analysis was carried out using inferential statistics, known as analysis of covariance (ANCOVA), accompanied by SPSS (v.22) software.
Results: Research findings suggested that, solution-focused approach had no effect on novelty seeking, harm avoidance, reward dependency, persistence and self-transcendence as the temperament dimensions of probative students while it affected cooperativeness and self-directedness as character dimensions.
Conclusion: According to the findings, it can be concluded that solution-focused approach affects cooperativeness and self-directedness as character dimensions of probative university students.

Keywords


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