Enter your email address
Submit
Write your message
Volume 23, Issue 142 (12-2024)
Journal of Psychological Science 2024, 23(142): 331-344 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Dalal Al-Madhati A M, hassani M. (2024). The Effects of Integrating Information Technology into Art Therapy Education on Self-Esteem, Self-Concept, and Peer Relationships among Art Students. Journal of Psychological Science. 23(142), 331-344. doi:10.61186/jps.23.142.331
URL: http://psychologicalscience.ir/article-1-2722-en.html
URL: http://psychologicalscience.ir/article-1-2722-en.html
Department of Educational Sciences, Urmia University, Urmia, Iran. , asmaamundher555@gmail.com
Abstract: (52 Views)
Background: Integrating information technology into art therapy education may provide opportunities for emotional expression, self-exploration, and social interaction among students. Self-esteem, self-concept, and peer relationships are important components of psychosocial adjustment, and examining these constructs within this educational context is warranted. However, the effects of this approach on these outcomes among art students require empirical investigation.
Aims: This study aimed to examine the effects of integrating information technology into art therapy education on self-esteem, self-concept, and peer relationships among art students.
Methods: A quasi-experimental pretest–posttest design with a control group was employed. The study population comprised art students in Babol. Forty students were selected through random sampling and assigned to experimental and control groups. Data were collected using the Academic Self-Concept Questionnaire (Chen, 2004), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and the Peer Relations Questionnaire (Hudson, 1992). The experimental group received art therapy education incorporating information technology. Data were analyzed using multivariate analysis of covariance in SPSS version 26.
Results: After controlling for pretest scores, the experimental group demonstrated significantly higher overall and positive self-esteem scores and lower negative self-esteem scores than the control group (p < .01). Furthermore, scores for self-concept and its general, academic, and non-academic dimensions (p < .05), as well as peer relationship scores (p < .01), were significantly higher in the experimental group.
Conclusion: Information technology–integrated art therapy education may be an effective approach to fostering positive self-evaluation, strengthening peer relationships, and improving self-concept among art students. Accordingly, its purposeful integration into university educational and student support programs is recommended. Implementation should adhere to the principles of art therapy, address students’ psychological needs, and ensure equitable access to digital resources.
Aims: This study aimed to examine the effects of integrating information technology into art therapy education on self-esteem, self-concept, and peer relationships among art students.
Methods: A quasi-experimental pretest–posttest design with a control group was employed. The study population comprised art students in Babol. Forty students were selected through random sampling and assigned to experimental and control groups. Data were collected using the Academic Self-Concept Questionnaire (Chen, 2004), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and the Peer Relations Questionnaire (Hudson, 1992). The experimental group received art therapy education incorporating information technology. Data were analyzed using multivariate analysis of covariance in SPSS version 26.
Results: After controlling for pretest scores, the experimental group demonstrated significantly higher overall and positive self-esteem scores and lower negative self-esteem scores than the control group (p < .01). Furthermore, scores for self-concept and its general, academic, and non-academic dimensions (p < .05), as well as peer relationship scores (p < .01), were significantly higher in the experimental group.
Conclusion: Information technology–integrated art therapy education may be an effective approach to fostering positive self-evaluation, strengthening peer relationships, and improving self-concept among art students. Accordingly, its purposeful integration into university educational and student support programs is recommended. Implementation should adhere to the principles of art therapy, address students’ psychological needs, and ensure equitable access to digital resources.
Keywords: information technology integration in art therapy education, self-esteem, self-concept, peer relationships.
Type of Study: Research |
Subject:
General
Received: 2024/12/7 | Accepted: 2024/12/18 | Published: 2024/12/21
Received: 2024/12/7 | Accepted: 2024/12/18 | Published: 2024/12/21
References
1. جاسمی زرگانی، احلام و جوهری فرد، رضا. (1402). اثربخشی هنردرمانی مبتنی بر رویکرد شناختی- رفتاری بر خودپنداره و تن انگاره در دختران نوجوان مبتلا به اختلال بدشکلی بدن شهر اهواز. مجله روانشناسی و روانپزشکی شناخت، 6(1)، http://dx.doi.org/10.29252/shenakht.6.1.11
2. زارع زاده خیبری، شیوا؛ رفیعی نیا، پروین و اصغری نکاح، محسن. (1400). اثربخشی هنر درمانی گروهی بیانگر بر افزایش مولفه های رفتاری و هیجانی خودپنداره ی کودکان مراکز شبه خانواده. نشریه روانشناسی بالینی، نوآوری ها در پژوهش و عمل. 6(2)،41-51. https://doi.org/10.22075/jcp.2017.2162
3. ازلگینی باغدره، مریم. (1401). بررسی نقش هنر درمانی گروهی بیانگر بر افزایش مولفه های رفتاری و هیجانی خودپنداره ی کودکان مراکز شبه خانواده،اولین کنفرانس ملی تازه های روانشناسی تکاملی و تربیتی، بندرعباس. https://civilica.com/doc/1600741/
4. Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409
5. Azalgini Bagh Dareh, M. (2022). Examining the role of expressive group art therapy in enhancing the behavioral and emotional components of self-concept among children in family-like care centers [Conference paper]. First National Conference on New Developments in Evolutionary and Educational Psychology, Bandar Abbas, Iran. (in persian). https://civilica.com/doc/1600741/
6. Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
7. Bosgraaf, L., Spreen, M., Pattiselanno, K., & van Hooren, S. (2020). Art therapy for psychosocial problems in children and adolescents: A systematic narrative review on art therapeutic means and forms of expression, therapist behavior, and supposed mechanisms of change. Frontiers in Psychology, 11, Article 584685. https://doi.org/10.3389/fpsyg.2020.584685
8. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
9. Harris, M. A., & Orth, U. (2020). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Journal of Personality and Social Psychology, 119(6), 1459–1477. https://doi.org/10.1037/pspp0000265
10. Hu, J., Zhang, J., Hu, L., Yu, H., & Xu, J. (2021). Art therapy: a complementary treatment for mental disorders. Frontiers in psychology, 12, 686005. https://doi.org/10.3389/fpsyg.2021.686005
11. Huang, C. (2010). Mean-level change in self-esteem from childhood through adulthood: Meta-analysis of longitudinal studies. Review of General Psychology, 14(3), 251-260. https://doi.org/10.1037/a0020543
12. Hudson, W. W. (1992). The WALMYR assessment scales scoring manual. WALMYR Publishing Company.
13. Jassemi Zargani A, Johari Fard R.(2019). The effectiveness of cognitive- behavioral based art therapy approach on the self-concept, body image in adolescent girls with body dysmorphic disorder in Ahvaz city. Shenakht Journal of Psychology and Psychiatry; 6 (1) :11-22 (in persian). http://shenakht.muk.ac.ir/article-1-529-fa.html
14. Li, X., Kan, D., Liu, L., Shi, M., Wang, Y., Yang, X., ... & Wu, H. (2015). The mediating role of psychological capital on the association between occupational stress and job burnout among bank employees in China. International journal of environmental research and public health, 12(3), 2984-3001.
15. Martín-Talavera, L., Gavín-Chocano, Ó., Sanz-Junoy, G., & Molero, D. (2023). Self-concept and self-esteem, determinants of greater life satisfaction in mountain and climbing technicians and athletes. European journal of investigation in health, psychology and education, 13(7), 1188-1201. https://doi.org/10.3390/ejihpe13070088
16. Nan, J. K., Hinz, L. D., & Lusebrink, V. B. (2021). Clay art therapy on emotion regulation: research, theoretical underpinnings, and treatment mechanisms. In The neuroscience of depression (pp. 431-442). Academic Press. https://doi.org/10.1016/B978-0-12-817933-8.00009-8
17. Orth, U., & Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. American Psychologist, 77(1), 5–17. https://doi.org/10.1037/amp0000922
18. Orth, U., Erol, R. Y., & Luciano, E. C. (2018). Development of self-esteem from age 4 to 94 years: A meta-analysis of longitudinal studies. Psychological Bulletin, 144(10), 1045–1080. https://doi.org/10.1037/bul0000161
19. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
20. Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.). (2011). Handbook of peer interactions, relationships, and groups. Guilford Press.
21. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407
22. Zarezadeh Kheybari, S., Rafieinia, P., & Asghari Nekah, M. (2021). The effectiveness of expressive group art therapy in enhancing the behavioral and emotional components of self-concept among children in family-like care centers. Clinical Psychology: Innovations in Research and Practice, 6(2), 41–51. (in persian). https://doi.org/10.22075/jcp.2017.2162
23. Zubala, A., & Hackett, S. (2020). Online art therapy practice and client safety: A UK-wide survey in times of COVID-19. International Journal of Art Therapy, 25(4), 161–171. https://doi.org/10.1080/17454832.2020.1845221
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)