Assessment of Effectiveness of Cognitive-Behavioral Group Training on Self-Esteem and Achievement Motivation of High School Students
Publish place: Future of Medical Education Journal، Vol: 5، Issue: 4
Publish Year: 1394
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_FMEJ-5-4_004
تاریخ نمایه سازی: 23 مهر 1398
Abstract:
Background: Based on researches done in recent decades, there are several therapeutic approaches to increase self-esteem and achievement motivation of students. Among these methods, we can refer to cognitive-behavioral therapy. The purpose of this research is assessment of effectiveness of cognitive-behavioral group training on self-esteem andachievement motivation of students. Methods: The research method was experimental with two- grouped pre-test and post- test design, experimental group and control group. The statistical population includes all students of high schools in Sarakhs (educational year 2012-2013). (N=85). Participants were chosen by available sampling method and randomly assigned to an experimental (15 boys) and a control group (15 boys). The experimental group received cognitive-behavioral group training through 8 sessions of 1 hour, while the control group received no training at all. For assessing the research variables, Alis Pop self- esteem questionnaire and Edwards’s achievement motivation questionnaire were done before and after completion of the trainings. The collected data were analyzed using independent and dependent T test by SPSS statistical software. Results: The study demonstrated that cognitive-behavioral training had positive effects on students’ self-esteem (P<0.001) and achievement motivation (P<0.001) in comparison to control group. Conclusions: In general, it can be concluded that cognitive- behavioral training were found effective in increasing self-esteem and achievement motivation.
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Authors
Hamid Reza Aghamohammadian Shaarbaf
Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Ferdowsi University, Mashhad, IRAN
Said Timuri
Department of Psychology, Islamic Azad University, Torbat Jam Branch, IRAN
Mohammad Sanadgol
Department of Psychology, Islamic Azad University, Torbat Jam Branch, IRAN
Ebrahim Gazidari
Department of General Psychology, Faculty of Psychology and Educational Sciences, Tehran University, Tehran, IRAN
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