<![CDATA[The importance of self-disclosure in fostering healthy interactions can create a positive academic environment, including adaptability, self-confidence, and positive attitudes. This study aims to compare the effects of positive self-talk and thought-stopping techniques on students' self-disclosure. The research design used was a randomized 2-factor pretest multiple posttest group design with two intervention groups, namely group counseling using positive self-talk techniques and thought-stopping techniques. The research subjects were 12 students selected by purposive sampling. Self-disclosure measurements were carried out in three stages: before the intervention (pre-test), after the intervention (post-test), and two weeks after the intervention (follow-up) using the Self-Disclosure Scale. Mixed ANOVA analysis showed that both interventions significantly increased self-disclosure from pre-test to post-test (p<0.05; F=215.302). The main effect between groups was also significant (p<0.05; F=4108.035), indicating a difference in effectiveness between the group counseling techniques using the positive self-talk technique and the thought stopping technique, but there was no significant time × group interaction (p>0.05; F=0.285). The increase in self-disclosure scores in the group using the positive self-talk technique was more maintained at follow-up than in the thought stopping technique.]]>
Copyrights © 2026
