Effectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school students

Present study aimed to determine the effectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school students. Therefore, the 60 high school students was selected by multi-stage cluster random method and divided into experimental and control group (each group was 30). The experimental group participated in the introduction of training strategies during 12 sessions, and the control group did not receive any intervention. To measure variables, Cohen and Frazer's stressfulness questionnaires were used and the average was used to measure academic performance. Results of multivariate analysis of covariance showed that based on controlling the effects of pre-test, educational method had a significant effect on the improvement of academic stress and academic performance of students. These findings have practical implications in the discussed interventions.