The effectiveness of cognitive-behavioral group counseling on stress and self-education

Abstract

The purpose of this article is studying the effectiveness of cognitive-behavioral group counseling on stress and self-efficacy in second grade female students studying in a high school of Shrvan County. This research is a pre-test and post-test experimental design along with the control group. The statistical population is all 15-18 years-old second grade female students studying in a high school of Shirvan County in 2015-2016. 30 subjects were selected in the form of multistep cluster as the sample size. Data collection tool is Morgan- Jinks (MJSES) Student Efficacy Scale Questionnaire and critical academic stress (1993). Data were analyzed using variance analysis method. The results showed that cognitive-behavioral group counseling was significant on stress and academic self-efficacy. This means cognitive-behavioral counseling enhances the academic efficacy and reduces the student stress.

Keywords: Education efficacy; education stress; cognitive-behavioral counseling