The Effect Of Cognitive-Behavioural Group Intervention For Afghan Students On Academic Achievement

Background: The current study aimed to investigate the effectiveness of cognitive-behavioral group therapy on increasing academic achievement among Afghan female high school students living in Isfahan (Iran). Method: Using the convenience sampling technique, ۶۰ subjects were selected and then divided into two control and experiment groups (each with ۳۰ subjects). Academic achievement questionnaire was used in both pre-and post-test phases to collect data. In this study, academic achievement was defined as the courses' qualitative mean at the end of the semester. The intervention group received eight ۹۰-minute sessions (once per week) of face-to-face training. Results: the findings indicated the positive effect of the intervention on academic achievement (P<۰.۵). Conclusion: This study demonstrated that cognitive-behavioral group therapy could positively impact academic achievement among Afghan female students.

کلیدواژه ها:

Cognitive Behavioral Group Therapy ، Academic Achievement ، Afghan Female High School Students.