The Effectiveness of Schema Therapy on Well-Being and Academic Self-Efficacy in Secondary School Students
Keywords:
Schema therapy, Academic well-being, StudentsAbstract
Objective: This study aimed to investigate the effectiveness of schema therapy on psychological well-being and academic self-efficacy among female secondary school students.
Methods and Materials: This was a randomized controlled trial using a pretest-posttest design with a five-month follow-up. The statistical population included all female secondary school students in District 5 of Tehran in the academic year 2024–2025. A total of 30 participants were randomly selected and assigned to experimental and control groups (15 each). The experimental group received ten 90-minute sessions of schema therapy, while the control group received no intervention. Ryff’s Psychological Well-Being Scale and the Jerusalem and Schwarzer Academic Self-Efficacy Scale were used as measurement tools. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.
Findings: Results indicated significant main effects of time and time × group interaction for both variables (p<0.001). Psychological well-being scores in the experimental group increased significantly from pretest to posttest and follow-up (F=41.36, η²=0.75). Academic self-efficacy also showed significant improvement in the experimental group (F=36.88, η²=0.72). Bonferroni tests revealed significant differences between pretest and both posttest and follow-up, while no significant difference was observed between posttest and follow-up, indicating the durability of the intervention effects.
Conclusion: Schema therapy appears to be an effective and sustainable intervention for enhancing psychological well-being and academic self-efficacy in secondary school students.
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