The Effectiveness of Academic Counseling based on Cognitive-Behavioral Approach on Resilience, Motivation and Academic Emotions of Students with Academic Failure

This research aimed to investigate the effectiveness of academic counseling based on the cognitive-behavioral approach on resilience, motivation, and academic emotions of students with academic failure.

In terms of the purpose of the present research, it was a quasi-experimental study with a pre-test and post-test design with an experimental group and a control group. The statistical population of this research is all the students of boys' high schools in the 12th district of Tehran, the second grade of the second round, in the academic year of 2019-1400. Among them, 30 were selected by purposive sampling, 15 were equally assigned to the control group, and 15 to the experimental group. In order to collect data, the research measurement tools included Vallerand’s academic motivation questionnaire, Pekrun et al.'s (2002) academic emotions questionnaire, and Martin and Marsh's (2009) academic resilience questionnaire. The subjects of both groups completed the questionnaires at the beginning of the research. Then the experimental group received academic counseling based on the cognitive-behavioral approach, while the control group did not receive any intervention. After the end of the interventions, both groups completed the questionnaires again. Analysis of the data obtained from the research was done in two descriptive (mean and standard deviation) and inferential parts. In the descriptive part, frequency distribution tables were used, and in the inferential part, data analysis was done with the covariance analysis method to check the differences between and within groups. SPSS software version 25 was used for the statistical analysis of data.

The results of covariance analysis showed that academic counseling based on a cognitive behavioral approach had a significant effect on academic resilience (F = 20.11), academic motivation (F = 42.22) and academic emotions (F = 34.88) (P<0.01).

Academic counseling based on a cognitive-behavioral approach can improve academic resilience, academic motivation and academic emotions of students with academic failure. Therefore, it is suggested to use this approach to control emotions and increase the motivation and resilience of students in schools through group training.