The Effectiveness of Stress Immunization Training on Academic Self-Efficacy of Male Students with Academic Stress

The aim of this study was to determine the effectiveness of stress immunization training on academic self-efficacy of male students with academic stress.

This study was applied in terms of purpose and experimental in terms of method with pre-test-post-test design with control group. The statistical population of the study consisted of all male students studying in the tenth grade of the second secondary school in Ardabil city in the academic year 2020-2021, from which 40 students with academic stress were selected using cluster random sampling method and randomly in the experimental group (n= 20) and control group (n= 20) were replaced. Participants in the experimental group received eight sessions of stress immunization training. The Jenks and Morgan Academic Self-Efficacy Questionnaire (1999) and the Zajacova, Lynch & Espenshade Academic Stress Questionnaire (2005) were used to collect data.

The data were analyzed by analysis of covariance. The results showed that students with academic stress in the experimental group had significantly higher academic self-efficacy than students with academic stress in the control group in the post-test (p<0.01).

Therefore, it can be concluded that stress immunization training is effective on academic self-efficacy of students with academic stress, so stress immunization interventions can be implemented as interventional services in schools on a regular basis to be able to reduced the problems of students with academic stress.