Effect of Cognitive Behavioral Group Intervention in Enhancing Academic Conscience of Students

Conscience is one of the most important and an effective variable in improving students’ academic performance. It is important to pay attention and find some methods for enhancing this point. This study aimed to investigate the effect of cognitive-behavioral therapy on promoting students’ academic conscience.
This pre-experimental pretest-posttest study was conducted on 34 first grade high school students with the lowest score of research questionnaire in Arak, 2012-2013. They were randomly assigned into two groups of experimental and control. The instrument was Mc-Ilroy& Bunting, academic conscience scale. After performing pretest for both groups, 8 one-hour sessions of group cognitive behavior therapy were performed weekly for just experimental one. The data was analyzed by univariate analysis of covariance in SPSS 20.
Findings:The results showed that the cognitive behavioral intervention has improved thee academic-conscience in the experimental group (PDue to the effectiveness of cognitive behavioral training on increasing student's academic conscience, this approach can be used along the formal school programs.