Volume 6, Issue 2 (Vol6,No2(20) 2025)
2025, 6(2): 319-332 |
Back to browse issues page
Ethics code: 212215
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Bagherpour A, Fath Ali Beigi P, Abtahi M. (2025). Impact of Storytelling-Based Therapy on Improving the Self-Efficacy of Children with Attention Deficit/Hyperactivity Disorder (ADHD). Journal of Childhood Health and Education. 6(2), 319-332. doi:10.22034/jeche.6.2.319
URL: http://jeche.ir/article-1-320-en.html
URL: http://jeche.ir/article-1-320-en.html
1- Faculty of Islamic Education, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Lecturer at Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Educational Sciences and Curriculum Studies, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Lecturer at Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Educational Sciences and Curriculum Studies, Science and Research Branch, Islamic Azad University, Tehran, Iran
Abstract: (881 Views)
Background and Aim: The present study aimed to investigate the effectiveness of a storytelling-based educational intervention package on enhancing self-efficacy in children with Attention Deficit/Hyperactivity Disorder (ADHD).
Research Methods: The research employed a quasi-experimental design using pretest-posttest with experimental and control groups. The statistical population consisted of children with ADHD who visited the counseling center of Farabi Research Complex in District 12 of Tehran, Iran, in 2022–2023. A total of 20 children aged 6 to 7 years diagnosed with ADHD were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received the storytelling-based intervention in five 45-minute individual sessions, conducted twice weekly. The research instrument was the Sherer General Self-Efficacy Scale, which contains 17 items rated on a five-point Likert scale. Data analysis involved both descriptive and inferential statistics, specifically Analysis of Covariance (ANCOVA), conducted using the SPSS (version 26) software. Results: The results indicated that the storytelling-based approach had a positive and significant effect on improving attention deficits and hyperactivity symptoms in children. Discussions: According to the findings, it can be concluded that storytelling-based intervention effectively enhances self-efficacy in children with ADHD.
Research Methods: The research employed a quasi-experimental design using pretest-posttest with experimental and control groups. The statistical population consisted of children with ADHD who visited the counseling center of Farabi Research Complex in District 12 of Tehran, Iran, in 2022–2023. A total of 20 children aged 6 to 7 years diagnosed with ADHD were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received the storytelling-based intervention in five 45-minute individual sessions, conducted twice weekly. The research instrument was the Sherer General Self-Efficacy Scale, which contains 17 items rated on a five-point Likert scale. Data analysis involved both descriptive and inferential statistics, specifically Analysis of Covariance (ANCOVA), conducted using the SPSS (version 26) software. Results: The results indicated that the storytelling-based approach had a positive and significant effect on improving attention deficits and hyperactivity symptoms in children. Discussions: According to the findings, it can be concluded that storytelling-based intervention effectively enhances self-efficacy in children with ADHD.
Type of Study: Research |
Subject:
Special
Received: 2024/10/18 | Accepted: 2025/09/1 | Published: 2025/09/18
Received: 2024/10/18 | Accepted: 2025/09/1 | Published: 2025/09/18
Extended Abstract [HTML 31 KB] (5 Download)
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
