Community Health Journal

Community Health Journal

Effectiveness of Group Cognitive Behavioral Counseling on Academic self-efficacy and Sense of Belonging to School in Students with Academic Failure

Document Type : Original Article

Authors
R Hamidipour 1
H Heydari 2
F Bahari 3
M Taghavi 4
1 Assistance prof, Dept of Counseling, Farhngian University, Tehran, Iran.
2 Associate prof, Dept of Counseling, Islamic Azad University, Komeyn, Iran.
3 Assistance prof, Dept of Counseling, Islamic Azad University, Arak, Iran.
4 MSc, Dept of Counseling, Islamic Azad University, Arak, Iran.
10.22123/chj.2018.119206.1098
Abstract
Introduction: Considering that the feelings of lack of individual self-efficacy and belonging to school are of the predictors of academic failure in education, the purpose of this research was to investigate the efficacy of the recognizable behavioral consultancy as the gregarious method on improving the educational self-efficacy and sense of school belonging among the students with educational failure.
 Materials and Methods: In this semi-experimental study, among all guidance school students with academic failure in Shahriar City, 30 students were selected using accidental sampling method. They were then divided into two groups of 15, experimental and control groups. The experimental group received the cognitive behavioral counseling for 15 hours. The measuring tools consist of the Berry, Betti and Watt’s scene of belonging survey and the Ginkez and Moorgan’s self-efficacy questionnaire both with reliable recognition.
Results: The results of this study indicated that cognitive behavioral counseling improved significantly the educational self-efficacy and the sense of school belonging (p=0.0001).
Conclusion: According to the results of the present study, cognitive group counseling therapy may increase academic self-efficacy and also promotes the sense of belonging to school in schoolchildren.
Keywords
Cognitive behavioral counseling
Educational self-efficacy
Sense of school belonging
Educational failure
  1. Dickhäuser C, Buch SR, Dickhäuser O. Achievement after failure: The role of achievement goals and negative self-related thoughts. Learning and instruction 2011;21(1):152-62.
  2. Dante A, Valoppi G, Saiani L, Palese A. Factors associated with nursing students' academic success or failure: a retrospective Italian multicenter study. Nurse Education Today 2011;31(1):59-64.
  3. Ashtiani S. Shamsi MBA. The frequency of academic failure and some of the factors affecting it from the viewpoint of students. JAUMS 2009: 12 (4): 24-33. [Persian]
  4. Bandura A. Self-efficacy mechanism in human agency. American psychologist 1982;37(2):122-42.
  5. Hassan Pourgher J.(dissertation). Studying the relationship between parenting styles and conscientiousness and academic self-efficacy with academic achievement. Tehran. University of Tehran.2010: 81-6.[Persian]
  6. Wolters CA. Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology 2004;96(2):236-50.
  7. Seo M-g, Ilies R. The role of self-efficacy, goal, and affect in dynamic motivational self-regulation. OBHDP 2009;109(2):120-33.
  8. Bouffard T, Bouchard M, Goulet G, Denoncourt I, Couture N. Influence of achievement goals and self‐efficacy on students' self‐regulation and performance. IJP 2005;40(6):373-84.
  9. Carroll A, Houghton S, Wood R, Unsworth K, Hattie J, Gordon L, et al. Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of adolescence 2009;32(4):797-817.
  10. Graham S. Self-efficacy and academic listening. JEAP 2011;10(2):113-7.
  11. Ferla J, Valcke M, Cai Y. Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and individual differences 2009;19(4):499-505.
  12. Saracaloğlu AS, Dinçer IB. A study on correlation between self-efficacy and academic motivation of prospective teachers. Procedia-Social and Behavioral Sciences 2009;1(1):320-5.
  13. Bandura A. Social cognitive theory: An agentic perspective. Annual review of psychology 2001;52(1):1-26.
  14. Dweck CS, Leggett EL. A social-cognitive approach to motivation and personality. Psychological review 1988;95(2):256-73.
  15. Hoy A. Essays on teaching excellence: Toward the best in the academy. Self-efficacy in College Teaching 2003;15(7):8-11.
  16. Kaplan A, Maehr ML. Achievement goals and student well-being. CEP 1999;24(4):330-58.
  17. Davari M.(dissertation). Perfectionism and academic self-efficacy with the goals of progress. Tehran: University of Tehran; 2010: 92-105. [Persian]
  18. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational psychologist 1993;28(2):117-48.
  19. Karimzadeh M, Mohseni N. Study of the relationship between academic self-efficacy and academic achievement among female students. Socio-psychological studies of women 2006: 29-45.[Persian]
  20. Haji MM.(dissertation).  Investigating the relationship between creativity and self-efficacy on the attitude toward school in female students of ordinary and boarding schools. Tehran: University of Tehran; 2010: 103-8. [Persian]
  21. Zimmerman BJ. Self-efficacy: An essential motive to learn. CEP 2000;25(1):82-91.
  22. Turner JA, Anderson ML, Balderson BH, Cook AJ, Sherman KJ, Cherkin DC. Mindfulness-based stress reduction and cognitive behavioral therapy for chronic low back pain: similar effects on mindfulness, catastrophizing, self-efficacy, and acceptance in a randomized controlled trial. Pain 2016;157(11):2434-44.
  23. Urbanski J. (dissertation).The relationship between school connectedness and bullying victimization in secondary students. Florida:University of South Florida; 2007: 67-7.
  24. Kiani RD. (dissertation). The relationship between bullying in school with self-esteem and school attendance among secondary school students in Tehran's boys' schools. Tehran: University of Tehran; 2007: 15-35. [Persian]
  25. Jalvani R. (dissertation). The Effectiveness of Cognitive-Behavioral Education on the Optimism and Welfare of the Women Referring to the Counseling Center. Tehran: University of Tehran; 2011: 14-5. [Persian]
  26. Heydarian Fard Z, Bakhshipour BA, Faramarzi M. Effectiveness of group cognitive behavioral therapy on social anxiety, social self-efficacy and rumination in students with social anxiety disorder. JCPS 2015: 6 (21):152-72.[Persian]
  27. Hussin H, Alias NSB, Othman MH, Razak NA. The effects of cognitive behavioural therapy group intervention on self esteem among drug users based on age. JASR 2014;4(11):618-30. [Persian]
  28. Carami J, Mirjafari A, Bakhtiyarpour S. The Effectiveness of Cognitive Group Advice on the Accountability of Pre-university Female Students in Gotvand City. JSRAP 2014: 15 (57): 102-8. [Persian]
  29. Lavasani M, Rastgoo L, Azarniad A, Ahmadi T. The effect of teaching cognitive-behavioral happiness on self-efficacy and academic stress. BJCSL 2014: 2 (3): 1-18. [Persian]
  30. Cheek JR, Bradley LJ, Reynolds J, Coy D. An intervention for helping elementary students reduce test anxiety. Professional School Counseling 2002;6(2):162-4.
  31. Abolghasemi NM. (dissertation).  Comparing the feeling of belonging to the school among the students of Intelligent and Elementary Schools in Isfahan and the relationship between the feeling of belonging to the school with the motivation of their academic achievement and their academic achievement. Tehran: University of Tehran; 2010: 50-1[Persian]
  32. Beaty B, Brew CH, Watt A. Measuring Student sense of Connectedness with school. Australian Association for Research in Education Annual Conference ;2004 Nov28 – Dec2; Melbourne, Australia.2004: 22-1.
  33. Ansari S. (dissertation). The effect of teaching her social skills, academic achievement and self-education. Tehran: University of Tehran; 2010: 75-6. [Persian]