Volume 13, Issue 17 (9-2022)
JNIP 2022, 13(17): 1-15 |
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Afrookhteh L, ParsaMoein K, GhorbanJahromi R. The Effectiveness of Emotion-Focused Therapy on Academic Help Seeking Behavior and Social Adjustment in High School Students. JNIP 2022; 13 (17) :1-15
URL: http://jnip.ir/article-1-733-en.html
URL: http://jnip.ir/article-1-733-en.html
Assistant Professor, Department of Educational Sciences, Roudhen Branch, Islamic Azad University, Roudhen, Iran(
Abstract: (2442 Views)
Aim: The aim of this study was to investigate the effectiveness of emotion-oriented training on academic help seeking behavior and Social adjustment in high school students in Tehran in 1399.
Method: The method of this research is quasi-experimental and for data collection, pre-test-post-test design with control group has been used. The statistical population of the study consisted of all high school students in Tehran, among whom, 30 people were selected by multi-stage cluster sampling and randomly assigned to the experimental group (15 people in each group) and control (15 people). The experimental group underwent emotion therapy training in 8 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the present study included academic help-seeking behavior (Ryan and Pantridge, 1997) and California individual-social adjustment (Clark et al., 1953) which were used in two stages of pre-test and post-test. The analysis of the information obtained from the questionnaire was performed through SPSS-V24 software in two descriptive and inferential sections (analysis of covariance).
Results: The results showed that emotion-focused therapy improved academic help-seeking behaviors in high school students. Also, the results showed that emotion-oriented therapy increased individual and social adjustment in students.
Conclusion: Based on the results of this study, emotion-focused therapy is an effective intervention in improving students' academic help seeking behaviors and Social adjustment.
Method: The method of this research is quasi-experimental and for data collection, pre-test-post-test design with control group has been used. The statistical population of the study consisted of all high school students in Tehran, among whom, 30 people were selected by multi-stage cluster sampling and randomly assigned to the experimental group (15 people in each group) and control (15 people). The experimental group underwent emotion therapy training in 8 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the present study included academic help-seeking behavior (Ryan and Pantridge, 1997) and California individual-social adjustment (Clark et al., 1953) which were used in two stages of pre-test and post-test. The analysis of the information obtained from the questionnaire was performed through SPSS-V24 software in two descriptive and inferential sections (analysis of covariance).
Results: The results showed that emotion-focused therapy improved academic help-seeking behaviors in high school students. Also, the results showed that emotion-oriented therapy increased individual and social adjustment in students.
Conclusion: Based on the results of this study, emotion-focused therapy is an effective intervention in improving students' academic help seeking behaviors and Social adjustment.
Type of Study: Research |
Subject:
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Received: 2022/07/12 | Accepted: 2022/09/1 | Published: 2022/09/1
Received: 2022/07/12 | Accepted: 2022/09/1 | Published: 2022/09/1
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