Sara Mousavi; Alireza Heidari; Sahar Safarzadeh; Parviz Asgari; Marzieh Talebzadeh Shoushtari
Abstract
Background: Exam anxiety in female students, a significant emotional response and emotional issue that negatively impacts learning, is perceived as a threat by many students. The present study investigated the efficacy of emotional schema therapy (EST) on self-regulation and frustration tolerance in ...
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Background: Exam anxiety in female students, a significant emotional response and emotional issue that negatively impacts learning, is perceived as a threat by many students. The present study investigated the efficacy of emotional schema therapy (EST) on self-regulation and frustration tolerance in female students with exam anxiety during the academic year 2022-2023.Methods: A quasi-experimental design with a pretest-posttest was employed. A total of 36 female students with exam anxiety were recruited from Ahvaz, Iran. Convenience sampling technique was employed to select the study participants who were randomly assigned to either the experimental group (n=18) or the control group (n=18) using a random number table. The experimental group received ten, 60-minute sessions of EST. Self-regulation and frustration tolerance were assessed using questionnaires before and after the intervention. Group differences were assessed using analysis of covariance (ANCOVA).Results: At pretest, both groups showed similar levels of self-regulation (P=0.694). Following the intervention, the experimental group showed significantly higher self-regulation (Mean=49.72, SD=5.74) as compared with the control group (Mean=36.39, SD=4.17) (P=0.001). No significant difference in frustration tolerance was observed between groups at pretest (P=0.927). However, the experimental group (Mean=71.28, SD=5.88) demonstrated significantly greater frustration tolerance as compared with the control group (Mean=117.67, SD=18.10) after the intervention (P=0.001). The findings indicated that EST effectively improved self-regulation and frustration tolerance in female students with exam anxiety (P<0.001).Conclusions: The results demonstrated a statistically significant improvement in self-regulation and frustration tolerance after administering EST sessions. These findings suggested that EST may be a promising intervention for addressing the psychological challenges associated with exam anxiety in female students.
Negar Bahremand Nia; Azam Vaziri Nasab
Abstract
Background: Many single-parent or parentless individuals tend to engage in social misconduct due to family and community incompetence and lack of support. The present study investigated the effectiveness of acceptance and commitment therapy on the self-control of single-parent high school students in ...
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Background: Many single-parent or parentless individuals tend to engage in social misconduct due to family and community incompetence and lack of support. The present study investigated the effectiveness of acceptance and commitment therapy on the self-control of single-parent high school students in Kerman, Iran.Methods: This was a quasi-experimental study with a pretest-posttest design and a control group. The study population were single-parent high school students in Kerman, Iran in the academic year 2023-2024. A total number of 30 participants were selected through convenience sampling and randomly divided into two groups of 15. First, all participants completed the Tangney Self-Control Scale (SCS) as a pre-test measure. The experimental group underwent eight sessions of acceptance and commitment therapy, while the control group did not receive any intervention. Then, the research instruments were applied as a post-test measure. Data analysis was conducted using SPSS version 25, particularly for univariate analysis of covariance.Results: There was a significant difference in self-control at the post-test stage between the two groups of Acceptance and commitment therapy and the control group, even after accounting for the pre-test scores (P=0.003). Additionally, the data revealed a significant contrast in self-control improvement from the pre-test to the post-test stage within the acceptance and commitment therapy group (P=0.002). However, no notable change was observed in self-control in the control group throughout the study (P=0.484). Furthermore, no significant difference was found between the pre-test and post-test stages in the control group (P=0.233).Conclusions: According to our results, Acceptance and Commitment Therapy (ACT) is effective in improving self-control among single-parent high school students in Kerman, Iran. Thus, ACT is recommended in counseling and psychotherapy centers, especially for students who lack proper supervision and have only one guardian.
