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The Effectiveness of Cognitive-Behavioral Stress Management Training on Psychological Well-being and School Satisfaction on Teenage Girls
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F Ghadiri Bahram Abadi   1, F Michaeli Manee2 |
1- Department of educational science, literature faculty, urmia University, Iran , f.ghadiri.92@gmail.com
2- 2Department of educational science, Literature faculty, Urmia University, Urmia, Iran |
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Abstract: (6257 Views) |
| Background & aim: Adolescence is an important period of human development. Adolescents have to cope with various common stressors. Therefore, adolescence often has been thought of as a peak time of stress. Stress is one of the aspects of a students’ daily life. Stress can lead to physical and psychological complications. The aim of this study was to investigate the effectiveness of cognitive-behavioral stress management training on school psychological well-being and school satisfaction on teenage girls in Urmia, Iran. Methods: The present quasi experimental pretest-posttest plan with 2 groups was selected to conduct this study and well-being and life satisfaction (school satisfaction component) questionnaires were used to collect data. The population of this study was adolescent girls aged 15-14 years in the 2010-2011 academic years. Thirty female students were selected through random sampling technique. They were placed in 2 groups of 15 subjects ( 1 control group and 1 experimental group). After the Pre-test, the participants in experimental group were given cognitive-behavioral techniques training for 1/5 hours in 10 session. The control group did not received any training in all these session. After these sessions, the groups were evaluated once again. Results: analysis of t-test showed that post-test well-being and school satisfaction of 2 groups showed a meaningful difference. Difference between pre-test and post-test score in experimental group and control group in psychological well-being was significant (p= 0/01). It could be claimed that results were product of operation (99% level of confidence). Also, the difference between pre-test and post-test score in experimental group and control group in psychological well-being was significant (p= 0/95). It could be claimed that results were product of operation (95% level of confidence). Conclusion: training of cognitive-behavioral stress management techniques increased well-being and school satisfaction in experimental group in comparison with control group. Cognitive-behavioral stress management training could be used as an independent manner and/or with other therapies to increase school satisfaction and psychological well-being. |
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| Keywords: Teenage, Stress management, School satisfaction. |
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Full-Text [PDF 166 kb]
(1795 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2015/07/5 | Accepted: 2015/07/5 | Published: 2015/07/5
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