The Effectiveness of Cognitive Behavioral Therapy on Academic Stress and Academic Obsession in Lower Secondary School Female Students in Public Schools of Sowme’eh Sara County
Keywords:
Cognitive behavioral therapy, academic stress, academic obsessionAbstract
Objective: The present study aimed to determine the effectiveness of cognitive behavioral therapy (CBT) on academic stress and academic obsession among lower secondary school female students in public schools in Sowme’eh Sara County.
Methods and Materials: This research employed a semi-experimental (quasi-experimental) and applied methodology, using a pre-test–post-test design with a control group. The statistical population included all lower secondary school female students in public schools of Sowme’eh Sara County during the 2024–2025 academic year. A total of 30 participants were selected using purposive sampling and were randomly assigned to an experimental group (15 students) and a control group (15 students). The research instruments included the Gadzella Academic Stress Inventory (1994) and the Martin and Jackson Academic Obsession Questionnaire (2008). To analyze the data and test the research hypotheses, multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) were applied.
Findings: The results indicated a significant difference between the intervention and control groups in terms of mean scores on academic stress and academic obsession variables (P < 0.001). The findings favored the experimental group.
Conclusion: Overall, the results demonstrated that cognitive behavioral therapy is effective in reducing academic stress and academic obsession among students.
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Copyright (c) 2025 Zahra Honarmand Safdel (Author); Elaheh Sadeghi
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