Effectiveness of Group Cognitive Behavioral Counseling on Academic self-efficacy and Sense of Belonging to School in Students with Academic Failure

Considering that the feelings of lack of individual self-efficacy and belonging to school are of the predictors of academic failure in education, the purpose of this research was to investigate the efficacy of the recognizable behavioral consultancy as the gregarious method on improving the educational self-efficacy and sense of school belonging among the students with educational failure. In this semi-experimental study, among all guidance school students with academic failure in Shahriar City, 30 students were selected using accidental sampling method. They were then divided into two groups of 15, experimental and control groups. The experimental group received the cognitive behavioral counseling for 15 hours. The measuring tools consist of the Berry, Betti and Watt’s scene of belonging survey and the Ginkez and Moorgan’s self-efficacy questionnaire both with reliable recognition. The results of this study indicated that cognitive behavioral counseling improved significantly the educational self-efficacy and the sense of school belonging (p=0.0001). According to the results of the present study, cognitive group counseling therapy may increase academic self-efficacy and also promotes the sense of belonging to school in schoolchildren