The effectiveness of Reality Therapy in improving academic achievement, achievement motivation, and happiness in students

Objective This study examined the effectiveness of Reality Therapy, based on Choice Theory, in improving academic achievement, achievement motivation, and happiness among female high school students.Method This experimental study employed a pre-test–post-test control-group design. Thirty female high school students were selected using cluster random sampling and randomly assigned to either an experimental group (n = 15) or a control group (n = 15). The experimental group participated in eight sessions of Reality Therapy, while the control group received no intervention. Outcome measures included students’ grade point averages (GPA), the Oxford Happiness Questionnaire, and the Hermans Achievement Motivation Questionnaire. Data were analysed using multivariate analysis of covariance (MANCOVA) to control for pre-test scores.Results The results indicated that, after controlling for pre-test scores, Reality Therapy had a statistically significant effect on happiness (Partial η2 = .650), academic achievement (GPA; Partial η2 = .502), and achievement motivation (Partial η2 = .451) at the post-test assessment (p < .001 for all outcomes).Conclusion These findings provide preliminary evidence that Reality Therapy may enhance adolescents’ emotional well-being, achievement motivation, and academic performance. Incorporating Reality Therapy into school counselling programs may represent a promising approach to supporting students’ academic and psychological development.