The Journal of

The Effectiveness of Cognitive Self-Compassion Training on Academic Self-Efficacy Beliefs and Social Adequacy Male Students
Yaser Heydari(M.A.)¹, Kazem Barzegar bafrooei(Ph.D.)², Mansour Dehghan manshadi(Ph.D.)³
1.M.A  Educational Psychology, Department of Psychology and Educational Sciences, Faculty of Humanities and Social Sciences, Yazd University, Yazd, Iran .
2.Corresponding Author: Associate Professor, Department of Psychology and Educational Sciences, Faculty of Humanities and Social Sciences, Yazd University, Yazd, Iran. Email:k.barzegar@yazd.ac.ir         Tel:09132733908
3.Assistant Professor of Farhangian University, Yazd, Iran.
 
 
Abstract
 
Introduction: In today's world, studying the factors affecting academic achievement is one of the major concerns in evaluating education and all the efforts of this system are targeted at fulfilling this goal. Scientific progress can be achieved by training scientific and creative people. Academic achievement contributes to the development of the country,  leads to finding a suitable job and position at the highest levels, and results in a sufficient income.
 Therefore, the purpose of this study was to evaluate the effectiveness of cognitive self-compassion education, academic self-efficacy, and social adequacy in the ninth grade male students of Yazd.
Methods: This research was quasi-experimental with pre-test/post-test design using a control group. The statistical population included all ninth grade male students in Yazd in 2018-2019. Data collection tools included  the 27-item questionnaire of Zajakova et al. (2005), the 47-item questionnaire of Flanner (1990), and the Gilbert training package (2009). The stepwise cluster random sampling method was applied; the second educational district was randomly selected form all educational districts of Yazd. Later, a high school was selected randomly and then students of a grade (the ninth grade) were selected as the study sample. The students were randomly assigned into the experimental and control groups. The experimental group was exposed to cognitive self-compassion training in 8 sessions of 90 minutes. Data were analyzed using analysis of covariance.
Results: Based on the findings of this study, 8 sessions of cognitive self-compassion training increased the level of students' self-efficacy and social adequacy significantly in the post-test phase (p <0.5).
Conclusion: According to the obtained results, the cognitive self-compassion education can increase the students’ academic self-efficacy and social adequacy, which have a positive effect on their academic achievement. Therefore, application of the interventional programs in schools is recommended in this regard.
 
Keywords:Cognitive self-compassion education, Beliefs of academic self-efficacy, Students, Social adequacy.
Conflict of interest: The authors declared that there is no conflict of interest.
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