Investigating the effectiveness of acceptance and commitment-based therapy on the academic self-efficacy of female junior high school students

Introduction: High school is considered a sensitive stage in students' cognitive and psychosocial development, and its challenges, especially in girls, affect academic self-efficacy. This study investigated the effectiveness of Acceptance and Commitment Therapy (ACT) on academic self-efficacy in female students.method: The present study was a quasi-experimental study with a pretest-posttest design and a control group. ۳۰ female students of the first year of secondary school at Farzanegan High School in Tehran were selected using convenience sampling in ۲۰۲۲-۲۰۲۳ and randomly assigned to two experimental groups ( ۱۵ people) and a control group ( ۱۵ people). The experimental group received ۸ sessions of ACT intervention. Data were collected using the Academic Self-Efficacy (ASEQ) questionnair and analyzed using the analysis of covariance in SPSS version ۲۲.Findings: ACT intervention had a significant effect on increasing academic self-efficacy ( p < ۰.۰۰۱, F = ۱۶۳ ). Also, improved academic resilience and reduced anxiety were observed in the experimental group.Conclusion: Acceptance and commitment therapy improved academic self-efficacy by changing students' relationship with negative thoughts and enhancing focus on the present. It is recommended that this intervention be integrated into school curricula.

کلیدواژه ها:

Academic self-efficacy ، acceptance and commitment therapy (ACT) ، female students ، junior high school