Investigating the effectiveness of cognitive-behavioral therapy on intelligence beliefs and cognitive flexibility of students with math anxiety

Document Type : Research Paper

Authors

1 Department of Educational Sciences. Faculty of Humanities . Tarbiat Modares University of Tehran.

2 Department of Psychology. Faculty of Humanities. Shahed University of Tehran. Iran

10.22098/jsp.2026.17478.6169

Abstract

Objective: The aim of this study was to investigate the effectiveness of cognitive - behavioral group therapy on intelligence beliefs and cognitive flexibility of male students with math anxiety in ardabil city.
Methods The research method was semi - experimental with pre - test - post - test design with control group . the statistical population of all elementary school male students in the academic year 1403 - 1404 that 40 subjects were replaced by multi - stage cluster sampling in experimental and control groups . the experimental group received 45 - minute sessions of cognitive - behavioral group therapy . doeke 's intelligence beliefs scale ( 2000 ) , wisconsin card classification test ( WCST ) and math anxiety questionnaire ( MASC ) were used to collect data . covariance analysis was used to analyze the data.
Results :the results showed that there was a significant difference between the mean scores of intelligence beliefs and cognitive flexibility of the two groups in the post - test . significant differences in post - test scores in the experimental group indicated the effectiveness of cognitive - behavioral group therapy on the promotion of intelligence beliefs and cognitive flexibility , and thus reduction of math anxiety in students
Conclusion :cognitive - behavioral approach therapy has a significant effect on improving cognitive flexibility and increasing intelligence beliefs of students and it can be used as a useful way to reduce students ' mathematics anxiety

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