Introduction: Academic anxiety is one of the major obstacles to academic progress, especially among gifted students, and can significantly impact their educational performance and mental health. Reality therapy, as an approach based on responsibility and conscious choice, may be effective in reducing academic anxiety. Therefore, the aim of this study was to determine the effectiveness of reality therapy on academic anxiety in gifted female students in the second level of secondary school.
Methods: This research employed a quasi-experimental design with a pre-test, post-test, and follow-up, along with a control group. The statistical population included all gifted female students in the second level of secondary school in Behshahr during the 2023–2024 academic year, enrolled at Farzanegan School for Exceptional Talents. The sample consisted of 30 students selected through purposive and convenience sampling. Participants were randomly assigned to a reality therapy group (n = 15) and a control group (n = 15). The data collection tool used was the Academic Anxiety Scale developed by Alpert and Haber (1960). The reality therapy protocol was based on Glasser’s model (2010) and consisted of eight 60-minute sessions. Data were analyzed using one-way ANCOVA.
Results: The results indicated that the difference between the pre-test, post-test, and follow-up scores on academic anxiety was statistically significant (P < 0.001). However, the difference between the post-test and follow-up scores was not significant (P > 0.001). In other words, reality therapy effectively reduced academic anxiety in the post-test stage, and this improvement was maintained at follow-up.
Conclusion: Overall, the findings suggest that reality therapy is a short-term, practical, and effective method for reducing academic anxiety. It is recommended that such interventions be implemented as part of continuous and follow-up programs to ensure the long-term sustainability of their effects.