Comparison between the effectiveness of teaching strategies to coping with stress and helping strategies on academic stress

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Department of Psychology, Faculty of Humanities, Ahar Branch, Islamic Azad University, Iran

2 Associate Professor, Department of Psychology, Faculty of Psychology and Social Sciences, Roodehen Branch, Islamic Azad University, Iran

3 Associate Professor, Department of Clinical Psychology, Iran University of Medical Sciences

10.22098/jsp.2020.1061

Abstract

The purpose of this study was to compare the effectiveness of teaching strategies to coping with stress and helping strategies on academic stress. The research population of the first grade high school students was 4th educational district of Tabriz City in 1965-96, 60 of which were selected by purposeful sampling method and randomly assigned to two experimental groups (education stress management strategies and training strategies for counseling) and a control group was replaced. Research method was a semi-experimental pre-test-post-test design with two experimental and one control groups. The research tool was the academic stress scale. The results were analyzed using combined analysis of variance (intra-group). The results showed that teaching strategies for coping with stress and helping strategies significantly reduce academic stress. Also, based on the results, there is no meaningful difference between the two methods of effectiveness. Therefore, it is suggested that the training program on stress coping strategies and assistance be used as an intervention program at the levels of target groups and on the general population of counseling centers at schools for reducing educational stress.

Keywords

References

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Journal of School Psychology
Volume 9, Issue 3
December 2020
Pages 8-18

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