The College of Education for Humanities at the University of Diyala discussed a master’s thesis entitled “The Effect of a Counseling Program Using the Self-Instruction Method to Develop Academic Engagement among Female University Students.”
The College of Education for Humanities at the University of Diyala discussed a master’s thesis entitled “The Effect of a Counseling Program Using the Self-Instruction Method to Develop Academic Engagement among Female University Students.”
The study, presented by the student Rafal Mohammed Abdul-Hussein and supervised by Assistant Professor Dr. Wissam Emad Abdul-Ghani, aimed to examine the effect of a counseling program employing the self-instruction method in fostering academic engagement among female university students.
The study concluded that the counseling program based on the self-instruction method, designed according to Meichenbaum’s theory, was effective. It brought about positive changes in enhancing academic engagement among students and proved to be a reliable approach for counseling sessions. The research also highlighted the significant impact of group counseling in fostering social relationships among the participants, as it helped improve academic engagement and rectify misconceptions and erroneous beliefs.
The study demonstrated that group counseling and the counseling approach enabled students to engage in dialogue and positive interactions with the researcher without fear or hesitation. This contributed to the program’s success in developing academic engagement. The self-instruction method was found to assist participants in understanding the nature of their problems in a relatively realistic manner, helping them gain comprehensive awareness of the issues affecting their lives.
The study recommended providing university students with opportunities to express their dreams, aspirations, and challenges, working diligently to overcome obstacles that hinder them from achieving their goals. It also suggested that counseling units in Iraqi universities utilize the academic engagement scale developed by the researcher to identify students with low academic engagement.
