The effectiveness of schema therapy on well-being and academic self-efficacy of high school students

Abstract

Background and Objective: The present study was conducted with the aim of determining the effectiveness of schema therapy on well-being and academic self-efficacy of high school students.
Method: This study was a quasi-experimental study with a pre-test-post-test design with a control group and random distribution of subjects. The statistical population was all high school students in the 5th district of Greater Tehran Education in 1403, who were selected from two high schools in the 5th district in the field of theoretical education. After administering the Jinks and Morgan (1999) self-efficacy questionnaire and Sweeney et al. (2012) academic well-being questionnaire, those who obtained the lowest scores were selected from among those who obtained the lowest scores, with a sample size of at least 15 people for each group and were randomly divided into two groups. Schema therapy sessions were conducted on the experimental group members during 8 60-minute sessions. Findings: Based on the results, there is a significant difference in the linear combination of academic well-being and academic self-efficacy scores of high school students according to group (sig=0.009, F=5.79, and Wilks' Lambda=0.68). In addition, the coefficients associated with the squared eta also show that 31.7% of the variance of the dependent variables including "academic well-being and academic self-efficacy in high school students" is determined by the grouping variables (individuals in the experimental and control groups). Conclusion: The use of schema therapy can be significant on the dependent variables including academic well-being and academic self-efficacy of high school students, and this method can be used to develop the capabilities of individuals.