The Effectiveness of Cognitive-Behavioral Stress Management education on the improvement of self efficacy and academic Stress Caused by Personal and Parental of student

The Effectiveness of Cognitive-Behavioral Stress Management education on the improvement of self efficacy and academic Stress Caused by Personal and Parental Expectations among High School Students of Jiroft, in 2018.

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20181015041352N1

Enrollment

Registered

2018-11-12

Start date

2018-09-26

Completion date

Unknown

Last updated

2019-01-14

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Cognitive-Behavioral Management.Self Efficacy?Academic stress.

Interventions

Intervention 1: "Intervention group:" 30 of those who have low self-efficacy scores and high stress scores are trained in cognitive behavioral management workshops in ten sessions of 90 minutes. Inter

Eligibility

Sex/Gender

Male

Inclusion criteria

Inclusion criteria: Second year Secondary students Students with low self-efficacy score and high academic stress score

Exclusion criteria

Exclusion criteria: Having a history of physical and psychiatric problems History of attending similar training courses Absenteeism of more than two sessions in training classes

Design outcomes

Primary

Measure	Time frame
Percentage of people who have low self-efficacy score. Timepoint: Before the intervention begins And one month after the end of the intervention. Method of measurement: Morris Self-efficacy Questionnaire.;The percentage of people who have high academic stress score. Timepoint: Before the intervention begins And one month after the end of the intervention. Method of measurement: Ange & Hone Study Stress Questionnaire.	—

Measure

Time frame

Percentage of people who have low self-efficacy score. Timepoint: Before the intervention begins And one month after the end of the intervention. Method of measurement: Morris Self-efficacy Questionnaire.;The percentage of people who have high academic stress score. Timepoint: Before the intervention begins And one month after the end of the intervention. Method of measurement: Ange & Hone Study Stress Questionnaire.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactFazel Ebrahimi

Kerman University of Medical Sciences

f.ebrahimi@kmu.ac.ir+98 34 4327 4086

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026