Effect of Cognitive Behavioral Stress Management on Self-Efficacy and Academic adjustment Female students

The present study aimed to investigate the effectiveness of cognitive-behavioral stress management on self-efficacy beliefs and academic adjustment of female high school students in Ilam.The research method was experimental and pre-test and post-test with control group. The study population included high school female students in Ilam in 2017-2018 who were selected by random multi-stage cluster method, 30 subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used were Scherer Self-Efficacy Scale (GSES) and Academic Adjustment Scale. Data were analyzed using SPSS-20 software with Multivariate Analysis of covariance.Findings showed a significant difference between the mean post-test scores of the experimental and control groups in self-efficacy (p < .001, F = 191.53) and academic adjustment (p < .002, F = 21.12).  Hence, cognitive-behavioral stress management increased students' self-efficacy and academic adjustment. It can be concluded that in stress management program, relaxation skills, expression, etc. are trained, which increases the feeling of control, self-efficacy, adaptation and social support.