Development and Validation of an Islamic Logotherapy Training Package and Determining Its Effectiveness on Religious Identity and Academic Self-Efficacy of Female First-Grade Secondary School Students
Keywords:
Islamic logotherapy, academic self-efficacy, religious identityAbstract
Objective: The study aimed to develop and validate an Islamic logotherapy training package and to determine its effectiveness on religious identity and academic self-efficacy among female first-grade secondary school students.
Methods and Materials: This study employed a mixed-methods design, combining qualitative content analysis and a quasi-experimental approach. In the qualitative phase, seven volumes of the works of Ayatollah Safaei Haeri were analyzed to extract the core components of Islamic logotherapy, and the training package was developed and validated through expert review, with acceptable content validity ratio and inter-coder reliability (Cohen’s kappa = 0.78). In the quantitative phase, the statistical population included all female students in the first grade of secondary school in District 14 of Tehran during the 2023–2024 academic year. Using convenience sampling, 30 students with low scores on religious identity and academic self-efficacy were selected and randomly assigned to experimental and control groups (n = 15 each). The experimental group received nine sessions (70–90 minutes each) of Islamic logotherapy training, while the control group received no intervention. Data were collected using the Religious Identity Questionnaire and the Academic Self-Efficacy Questionnaire, both demonstrating high reliability (Cronbach’s alpha = 0.95 and 0.96, respectively). Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS.
Findings: The results of MANCOVA indicated that the Islamic logotherapy intervention had a statistically significant effect on both religious identity and academic self-efficacy at the post-test stage (p < .05). Group membership accounted for 17% of the variance in religious identity and 55% of the variance in academic self-efficacy. Additionally, repeated measures analysis showed that the improvement in religious identity remained stable at the one-month follow-up, whereas the effect on academic self-efficacy was not sustained over time.
Conclusion: The findings suggest that the Islamic logotherapy training package is an effective intervention for enhancing religious identity and improving academic self-efficacy among adolescents, although sustained effects on self-efficacy may require ongoing reinforcement.
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