The effectiveness of acceptance and commitment therapy on parent-child conflict, academic stress and academic self-efficacy in secondary school girls in Ahvaz city.

Subject Areas :

Ali Rowshanizadeh ^{1 *} , marzieh hosaynzadeh ² , hoda ghamar ³

1 - Assistant Professor of philosophy of education, Islamic Azad University, Ilam, Iran.
2 - Department of Psychology, Islamic Azad University Electronic branch,Tehran, Iran.
3 - Department of Psychology, Islamic Azad University, Ilam branch, Ilam, Iran.

Received: 2024-04-27 Accepted : 2025-01-27 Published : 2025-04-12

Keywords: acceptance and commitment therapy, parent-child conflict, academic stress and academic self-efficacy, female students of Ahvaz city.,

Abstract :

The aim of this research was the effectiveness of acceptance and commitment therapy on parent-child conflict, academic stress and academic self-efficacy. The present study was a semi-experimental study with a pre-test-post-test and follow-up design with a control group. The statistical population of the research was female students of the second secondary school in Ahvaz city in 1401. A total of 30 people were selected and included in the study by targeted sampling through screening. The selected samples were divided into two groups (15 randomly selected samples in each group). One of the groups, the other group was the experimental group, which received the treatment in eight weekly ninety-minute sessions, and the other group, which was the control group, did not receive any intervention. The participants completed the parent-child conflict, academic stress and academic self-efficacy questionnaires before, after and one month after the implementation of the intervention. The data was analyzed using ANOVA and SPSS24 software. The results showed that after the intervention, in the experimental group, the amount of parent-child conflict, academic self-efficacy, and academic stress decreased significantly (p<0.05).

References:

References
Abdul Khalaki, M., Sokrati, V., Thanks, O., Gravand, F., & Tulabi, S. (2008). Neuroticism, academic stress and mental well-being: Examining the patterns of modulating and mediating effects. Research in Psychological Health, 2(2), 63–78. (in Persian).
Asadi, Y. M. R., Mazaheri, M. A., Shahidi, S. H., Tahmasian, K., & Fayyaz Bakhsh, M. A. (2012). Construction and validation of a parent-adolescent conflict questionnaire (adolescent’s form). Journal of Family and Research, 12(8), 43–70. (in Persian).
Bakhtiarpour, S. (2016). The relationship between parent-child conflict and family emotional atmosphere with academic performance in the first year high school students of Karun city. Social Psychology Quarterly, 2(43), 45–53. (in Persian).
Haji Lakhari, A., Marouti, Z., & Fathi, F. (2013). The relationship between personality traits, intelligence beliefs, achievement goals and academic self-efficacy in female high school students. Personality and Individual Differences Quarterly, 3(4), 75–92. (in Persian).
Hayes, S. A., Orsillo, S. M., & Roemer, L. (2013). An acceptance-based behavioral therapy for individuals with generalized anxiety disorder. Cognitive and Behavioral Practice, 20(3), 264–287.
Juncos, D. G., & Paiva-Pona, E. (2018). Acceptance & commitment therapy as a clinical anxiety treatment & performance enhancement program for musicians: Towards an evidence-based practice model within performance psychology. Music & Science Journal, 1(1), 1–17.
Juncos, D. G., Heinrichs, G. A., Towle, P., Duffy, K., Grand, S. M., Morgan, M. C., & Kalkus, E. (2017). Acceptance & Commitment Therapy for the Treatment of Music Performance Anxiety: A Pilot Study with Student Vocalists. Frontiers in Psychology, 8(1), 986–992.
Kakavand, A., Bagheri, A., & Shirmohammadi, F. (2014). The effectiveness of therapy based on acceptance and commitment on reducing stress in elderly men with cardiovascular disease. Journal of Psychology of Aging, 1(3), 169–178. (in Persian).
Karimi, R., Rezaei, M., Rahrovi, M., Mossadegh, K., & Abipour, J. (2016). The effectiveness of treatment based on acceptance and commitment on reducing depression with addiction. Journal of Disability Studies, 6, 265–269. (in Persian).
Nargiso, J. E., Becker, B., Wolff, J. C., Uhl, K. M., Simon, V., Spirito, A., & Prinstein, M. (2012). Psychological, peer, and family influences on smoking among an adolescent psychiatric sample. Journal of Substance Abuse Treatment, 42, 310–318. https://doi.org/xxxx
Nowrozi, M., Zargar, F., & Akbari, H. (2016). The effectiveness of education based on acceptance and commitment on reducing interpersonal problems and experiential avoidance of students. Journal of Behavioral Science Research, 15(2), 168–174. (in Persian).
Shadi, M., Peyman, N., Taghipour, A., & Tehrani, H. (2018). Predictors of the academic stress and its determinants among students based on the theory of planned behavior. Journal of Fundamentals of Mental Health, 20(1). (in Persian).