The effectiveness of acceptance and commitment therapy on parent-child conflict, academic stress and academic self-efficacy in secondary school girls in Ahvaz city.
محورهای موضوعی : 0
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.
کلید واژه: acceptance and commitment therapy, parent-child conflict, academic stress and academic self-efficacy, female students of Ahvaz city.,
چکیده مقاله :
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).
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).
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