Document Type : Research Paper
Authors
Department of Counseling and Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Abstract
The aim of this study was to investigate the effectiveness of single-session therapy on students’ academic engagement and self-efficacy. The research method was quasi-experimental of pretest and posttest type with experimental and control group. Statistical society of the study consisted of all graduated students of University of Tehran, Faculty of Psychology and Education who are currently studying in the first semester of 1401-1402. For the initial screening, students were selected according to available sampling method and the entry criteria, then 18 students were selected randomly as the sample and assigned equally and randomly in the experimental and control group. The questionnaire of academic engagement and College Academic Self-Efficacy Scale (CASES) were used to measure the variables in the study. Tables, mean, standard deviation, univariate analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), F-Leven and box’s m test were used to analyze the data, also along the study, analysis were done by SPSS-26 software. The results showed that single-session therapy was effective to increase the academic self-efficacy and cognitive and behavioral components of academic engagement. There was no significant difference between the two groups in emotional component of academic engagement. It can be concluded that single-session therapy as a new counseling or psychotherapy approach, can play an effective role to improve the academic variables relate to students. It is suggested to investigate the effectiveness of SST on other variables and college counseling centers, deliver more mental health care services based on SST as an easily accessible approach.
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