The Effectiveness of Self-Efficacy Training on Emotional Cognitive Adjustment and Student's Stress in Secondary School Students

Document Type : Research Paper

Authors

• Fatemeh Gorjinpour ¹
• Majid Barzegar ²

¹ M.Sc., Clinical Psychology, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

² Assistant Professor, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

10.30495/jzvj.2021.26917.3458

Abstract

The purpose of this study was to investigate the effectiveness of self - efficacy training on emotional Cognitive Adjustment and Student's Stress in Secondary School Students. The population of the study consisted of all high school girl students in shiraz in academic year2019-2020. The subjects were randomly divided into two groups: experimental group (N=15) and control group (N=15). Garnefski et al.'s (2001) Cognitive Emotion Regulation Scale and Ang & Huan (2006)Academic Expectations Stress Inventory AESI were used to collect data. After performing the pre-test of the experimental group for 8 sessions of 90 minutes, they received self-efficacy training in a group manner. Self-efficacy training significantly increases adaptive cognitive emotion regulation strategies (positive refocus, positive reassessment, acceptance and refocus on planning) (p<0.01) and reduces academic stress (self-expectations , parents-expectations ,teachers-expectations) of girls students (p <0.01). Self-efficacy training program can be considered as an intervention program at the level of target groups and the general population of school counseling centers. Self-efficacy training program increase the productivity of the learning environment by increasing adaptive cognitive emotion regulation strategies And reduce students' academic stress.

Keywords

• Self-efficacy
• Sognitive emotion regulation
• Academic stress
• Students

20.1001.1.20088566.1401.13.49.7.1

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