1- Islamic Azad University Branch Najafabad
2- Amin Higher Institute ,Zohreh_300@yahoo.com
2- Amin Higher Institute ,
Abstract: (75 Views)
Introduction: Anxiety has a detrimental impact on academic performance, while flourishing is associated with enhanced academic achievement.
Aim: This study aims to investigate the effectiveness of metacognitive therapy on state-trait anxiety and academic flourishing in female candidates of the national university entrance exam in Zarinshahr.
Method: The present study is a quasi-experimental design with pre-test, post-test, follow-up, and control group. The statistical population included all female candidates for the national university entrance exam in Zarrinshahr in 2023. From this population, 30 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included the Spielberger State-Trait Anxiety Inventory (STAI) and the Diener-Biswaas and Diener Academic Flourishing Scale. The experimental group underwent an intervention consisting of eight sessions of metacognitive therapy, held twice a week for 90 minutes per session. The control group was placed on a waiting list and received no treatment. Post-tests were conducted for both groups after the intervention, followed by a 40-day follow-up. Data were analyzed using SPSS version 23 and repeated measures analysis.
Results: There was a significant difference between the experimental and control groups in state-trait anxiety and academic flourishing scores. Specifically, metacognitive therapy reduced state-trait anxiety and increased academic flourishing in the experimental group.
Conclusion: Metacognitive therapy is effective in reducing state-trait anxiety and enhancing academic flourishing among female university entrance exam candidates. Implementing such interventions in schools can equip students with the necessary skills to lower anxiety and promote academic flourishing.
Aim: This study aims to investigate the effectiveness of metacognitive therapy on state-trait anxiety and academic flourishing in female candidates of the national university entrance exam in Zarinshahr.
Method: The present study is a quasi-experimental design with pre-test, post-test, follow-up, and control group. The statistical population included all female candidates for the national university entrance exam in Zarrinshahr in 2023. From this population, 30 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included the Spielberger State-Trait Anxiety Inventory (STAI) and the Diener-Biswaas and Diener Academic Flourishing Scale. The experimental group underwent an intervention consisting of eight sessions of metacognitive therapy, held twice a week for 90 minutes per session. The control group was placed on a waiting list and received no treatment. Post-tests were conducted for both groups after the intervention, followed by a 40-day follow-up. Data were analyzed using SPSS version 23 and repeated measures analysis.
Results: There was a significant difference between the experimental and control groups in state-trait anxiety and academic flourishing scores. Specifically, metacognitive therapy reduced state-trait anxiety and increased academic flourishing in the experimental group.
Conclusion: Metacognitive therapy is effective in reducing state-trait anxiety and enhancing academic flourishing among female university entrance exam candidates. Implementing such interventions in schools can equip students with the necessary skills to lower anxiety and promote academic flourishing.
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