EFFECTIVENESS OF COGNITIVE BEHAVIOR THERAPY ON SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS

This study investigated the effectiveness of cognitive behavior therapy (CBT) on self-efficacy among high school students. The sample of the study includes 60 high school girls and boy students that selected from a large poll of high school students (N=400) randomly. It should be mentioned that about 400 students, 130 of them had low scores in self-efficacy. Then 60 of them selected randomly and assigned into two groups (30 of them in the experimental and 30 of them in control group). Subjects in the experimental group received individual CBT interventions (including positive thinking, cognitive restructuring, self-assertiveness training, time management, and study skills) for 10 sessions, and control group subjects didn’t receive any intervention. The design of this study was a pre-test, post-test with control group. The collected data analyzed with statistical methods such as independent t-test and repeated measure ANOVA. Results showed that there was a significant enhancement from pre to post assessment in self-efficacy. The Comparison of means in post-test showed a significant difference between the scores of subjects in two groups, indicating a significant increase in experimental group rather than the control one in self-efficacy. But, the effectiveness of CBT on self-efficacy regarding to gender and grades was not significant. Further, the mutual interactions of group-gender-grades in relation to the effectiveness of CBT on self-efficacy were not significant. As a conclusion, the findings demonstrate the efficacy of CBT in enhancing the self-efficacy among high school students.