The effect of cognitive-experiential theory based psycho-educational program on constructive thinking

Figures & data

Table 1. Independent samples t-test results for constructive thinking pretest scores from the experimental and control groups

Dependent variable	Group	n	Mean rank	Std. deviation	df	t	p
Constructive thinking	Experimental	14	230.785	22.901	26	0.776	0.445
	Control	14	223.071	29.332

Table 2. Descriptive statistics for the pretest, posttest, and follow-up test scores of the experimental and control groups from the constructive thinking measure

Measurement	Pretest		Posttest		Follow-up test
Groups	x	SD	x	SD	x	SD
Experimental N = 14	230.785	22.901	283.357	20.174	279.785	22.739
Control N = 14	223.071	29.332	217.714	36.895	216.928	33.980

Table 3. ANOVA results for the experimental and control groups’ global constructive thinking pretest & posttest & follow-up test scores

Source	Sum of squares	df	Mean square	F	p	Partial Eta S.
Between groups	98,373.369	27
Group (E/C)	43,293.440	1	43,293.440	20.436	0.000	0.440
Error	55,079.929	26	2118.459
Within groups	32,119.333	36.684
Measure (pre-Post-follow)	9531.452	1.310	7275.095	32.417	0.000	0.555
Group*Measure	14,943.167	1.310	11,405.707	50.822	0.000	0.662
Error		7644.714	34.064	224.423
Sum		130,492.702	63,684

Figure 1. Pretest, posttest, and follow-up test results of global constructive thinking for experimental and control groups.

Table 4. Multiple comparisons results for the experimental and control groups’ global constructive thinking pretest & posttest & follow-up test scores

Measure	Group	Group	Mean difference	Std. error	p
Pretest	ExperimentaL	Control	7.714	9.946	0.445
Posttest	Experimental	Control	67.214^*	10.591	0.000
Follow-up test	Experimental	Control	61.429^*	10.674	0.000