The effectiveness of teaching stress coping strategies and helping strategies on educational adaptability and comparing the effectiveness of these two methods

The purpose of this study was to investigate the effectiveness of teaching stress coping strategies and helping strategies on educational adaptability and comparing the effectiveness of these two methods. The method of this study was semi-experimental with control group. The two experimental groups, each of whom were 20, received training on coping strategies and helping strategies, respectively, while the control group did not receive any interventions during this period. Both groups were evaluated in pre-test and post-test using educational adjustment scale and the results were analyzed using multivariate analysis of covariance. The findings showed that there was a significant difference between the two groups in the pre-test, so that the training of stress coping strategies and helplessness strategies significantly increased educational adaptability, but these two methods did not correlate with each other There were no significant differences. Therefore, the stress and coping strategies training curriculum can be considered as interventions at the level of target groups and the general population of counseling centers in schools, thereby helping students increase the productivity of the educational environment.