Document Type : Research Paper
Authors
Department of Counseling and Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Abstract
Extended Abstract:
Introduction
Students, as the future human capital and builders of society, play a pivotal role in the development of their country, making academic success essential for fulfilling this role (Ghadiri, 2017). Achieving academic success largely depends on students’ beliefs about their own abilities, known as academic self-efficacy, which reflects an individual’s confidence in successfully performing educational tasks and significantly influences motivation, self-regulation, and overall academic performance (Bong, 2001; Bedel, 2016). Academic self-efficacy also affects how students interact with the learning environment, engage in educational activities, and overcome academic challenges. Alongside self-efficacy, academic engagement—which encompasses cognitive, emotional, and behavioral dimensions—shapes students’ commitment, focus, and participation in learning (Fredricks, Blumenfeld, & Paris, 2004; Pintrich, 2003). Evidence indicates that brief interventions, particularly group-based single-session therapy, can effectively enhance both academic self-efficacy and engagement, providing rapid, cost-effective, and accessible support for students (Talmon, 1990; Dryden, 2018; Corey et al., 2014). However, research on single-session interventions at the university level remains limited. Therefore, this study investigates the impact of group-based single-session therapy on students’ academic self-efficacy and on the cognitive, emotional, and behavioral dimensions of their academic engagement.
Research Question
Does participation in Single-Session Therapy (SST) result in statistically significant increases in self-efficacy and academic engagement among university students compared to those who do not receive the intervention?
Literature Review
Academic self-efficacy has been consistently recognized as a crucial determinant of student success. Bandura (2001) defines self-efficacy as individuals’ beliefs in their ability to perform assigned tasks, influencing motivation, goal-setting, and persistence. Empirical evidence shows that higher self-efficacy predicts greater effort, resilience, and academic achievement (Bedel, 2016; Zander et al., 2018; Fouladi, Kajbaf, & Qomrani, 2016).
Academic engagement, comprising cognitive, emotional, and behavioral dimensions, is another key factor affecting student outcomes (Walker & Pierce, 2014; Rodriguez & Boutakidis, 2013). Cognitive engagement reflects investment in learning and problem-solving, emotional engagement encompasses expectations, values, and affective responses, and behavioral engagement involves participation, persistence, and active involvement in academic tasks (Fredricks, Blumenfeld, & Paris, 2004; Pintrich, 2000, 2003).
Short-term interventions, particularly single-session therapy (SST), have emerged as effective approaches to enhance self-efficacy and engagement. SST emphasizes clients’ inner resources and capacity for change, independent of rigid theoretical frameworks, and has been shown to reduce academic stress, foster social skills, and increase motivation (Bloom, 2001; Hoyt & Talmon, 2014; Dryden, 2018). Its brevity and accessibility make SST a practical and resource-efficient strategy for higher education, supporting student learning and overall academic success.
Methodology
This quasi-experimental study utilized a pre-test and post-test design with a control group to examine the effects of Single-Session Therapy (SST) on undergraduate students at the Faculty of Psychology and Educational Sciences, University of Tehran, during the first semester of the 2023–2024 academic year (1402–1401 SH). Eighteen students meeting the inclusion criteria—aged 18–25 and willing to participate in a 2-hour group session—were selected through convenience sampling and randomly assigned to either the experimental or control group (n = 9 per group), while students who were engaged in concurrent psychological interventions were excluded. The SST intervention consisted of a single 2-hour session conducted on a weekend at 2:00 PM, which was audio-recorded with participants’ informed consent. Pre-test assessments were administered to both groups prior to the intervention, followed by the SST session for the experimental group, while the control group received no intervention. Post-test assessments were subsequently conducted for both groups.
Conclusion
This study investigated the effectiveness of single-session therapy (SST) on academic self-efficacy and the cognitive, emotional, and behavioral dimensions of academic engagement in undergraduate students. Results indicated that SST significantly enhanced students’ self-efficacy, as well as their cognitive and behavioral engagement; however, no significant effect was found on emotional engagement. By emphasizing individual strengths, leveraging prior experiences, and fostering social and collaborative skills, SST supported better management of academic stress and responsibilities. Overall, SST appears to be a brief, accessible, and effective intervention for enhancing academic motivation and self-efficacy, with potential benefits for learning outcomes and retention. These findings highlight the value of incorporating short-term, resource-efficient counseling interventions within higher education settings.
Keywords: Single Session Therapy, Academic Engagement, Academic Self-Efficacy, Students.
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