1 Health Information Technology Research Center, Isfahan University of Medical Sciences,

2 Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran


BACKGROUND AND AIM: One of the methods that help students in learning critical thinking and
decision‑making skills is storytelling. Story helps the students to place themselves in the same
situation as the main protagonist and try different ways and finally select and implement the best
possible method. The goal of this study is to investigate the effect of storytelling on hopefulness of
students, age 8–11 in Isfahan’s 2nd ed.ucational district.
METHODS: This is an applied, quasi-experimental study. The study population comprised of
34 randomly selected students attending one of the schools in Isfahan’s 2nd ed.ucational district. The
data gathering tool was the standard Kazdin hopefulness scale (α = 0.72) and data were gathered before
and after 8 storytelling sessions for the intervention group. The gathered data were analyzed using
descriptive and analytical (paired and independent t‑test) with the help of SPSS Version 18 software.
RESULTS: The study’s findings showed a significant difference in the average hopefulness score
of students in study group in pre‑ and posttest (P = 0.04). Furthermore, independent t‑test results
showed a significant difference in hopefulness score of intervention and control (P = 0.001). The
average hopefulness score of the control group after storytelling sessions was higher than that of
the intervention and control.
CONCLUSION: The results show the effectiveness of storytelling as a method for improving
hopefulness in students.


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