Investigating the Effectiveness of Acceptance and Commitment Therapy on Academic Resilience of Female Junior High School Students

Introduction: Student life, especially high school, is considered a sensitive stage of personal and social development that has a direct impact on students' mental health and academic performance. Female students, as a vulnerable group, face numerous challenges, including gender discrimination, family expectations, and academic pressures, which can affect their resilience. This study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on the academic resilience of female junior high school students.Methods: This study was a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population included female students of Farzanegan ۶ High School in Tehran in the ۲۰۲۲-۲۰۲۳ academic year, from whom ۳۰ were selected by convenience sampling and randomly assigned to two groups: experimental (۱۵ people) and control (۱۵ people). The experimental group underwent an ۸-session ACT intervention, while the control group did not receive any intervention. The research instrument was the Academic Resilience Questionnaire (ARI), and the data were analyzed using analysis of covariance (ANCOVA) in SPSS version ۲۲ software.Findings: The results showed that the ACT intervention had a significant effect on increasing students' academic resilience (P < ۰.۰۰۱, F = ۱۵۷). The average academic resilience scores of the experimental group increased from ۱۳۳.۷ in the pre-test to ۱۸۲.۷ in the post-test, while this change was not observed in the control group.Conclusion: The findings indicate that acceptance and commitment therapy can be used as an effective strategy to increase the academic resilience of female students. It is suggested that ACT-based educational programs be implemented in educational settings so that students can have greater psychological flexibility in the face of academic challenges.

کلیدواژه ها:

Acceptance and Commitment Therapy (ACT) ، Academic Resilience ، Female Students ، Junior High School