Volume 11, Issue 2 (2023)
Health Educ Health Promot 2023, 11(2): 279-284 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yazdanpanah M, Marashian F. Effectiveness of Stress Management Training on Academic Optimism and Hope of University Entrance Exam Applicants. Health Educ Health Promot 2023; 11 (2) :279-284
URL: http://hehp.modares.ac.ir/article-5-68490-en.html
URL: http://hehp.modares.ac.ir/article-5-68490-en.html
1- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Abstract: (786 Views)
Aims: As one of the primary causes of confusion and decline in mental health, stress can be the source of considerable negative effects on student performance. The present study aimed to investigate the effectiveness of stress management training in academic optimism and hope of university entrance exam applicants.
Participants & Methods: This was a quasi-experimental study based on a pretest-posttest design with a follow-up. The statistical population consisted of all university entrance exam applicants in Ahvaz, Iran, in 2022. Thirty applicants, who met the inclusion criteria, were selected as the sample using convenience sampling and randomly assigned to the treatment and control groups (15 participants per group). The participants in the treatment group attended eleven 120-minute sessions of cognitive-behavioral stress management (CBSM) training program, whereas those in the control group received no intervention. The Academic Optimism Scale and Adult Hope Scale were used to collect data. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance).
Findings: The results showed that the stress management training program improved the academic optimism (F=117.24, P=0.001) and hope (F=66.33, P=0.001) of the participants in the treatment group.
Conclusions: It can be concluded that stress management training in stressful situations, such as the university entrance exam can boost candidates' academic optimism and hope.
Participants & Methods: This was a quasi-experimental study based on a pretest-posttest design with a follow-up. The statistical population consisted of all university entrance exam applicants in Ahvaz, Iran, in 2022. Thirty applicants, who met the inclusion criteria, were selected as the sample using convenience sampling and randomly assigned to the treatment and control groups (15 participants per group). The participants in the treatment group attended eleven 120-minute sessions of cognitive-behavioral stress management (CBSM) training program, whereas those in the control group received no intervention. The Academic Optimism Scale and Adult Hope Scale were used to collect data. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance).
Findings: The results showed that the stress management training program improved the academic optimism (F=117.24, P=0.001) and hope (F=66.33, P=0.001) of the participants in the treatment group.
Conclusions: It can be concluded that stress management training in stressful situations, such as the university entrance exam can boost candidates' academic optimism and hope.
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2023/03/14 | Accepted: 2023/05/15 | Published: 2023/05/28
Received: 2023/03/14 | Accepted: 2023/05/15 | Published: 2023/05/28
References
1. Seddigh R, Abdollahpour E, Azarnik S, Shariati B, Keshavarz-Akhlaghi AA. Participating in university entrance exam despite repeated failure: A qualitative study of participants' experiences. Int J Med Educ. 2016;7:345-53. [Link] [DOI:10.5116/ijme.57eb.cc09]
2. Hosseinkhani Z, Nedjat S, Hassanabadi HR, Parsaeian M. Academic stress from the viewpoint of Iranian adolescents: A qualitative study. J Educ Health Promot. 2019;8:13. [Link]
3. Farrokhi-Khajeh-Pasha Y, Nedjat S, Mohammadi A, Majdzadeh R, Monajemi F, Jamali E, et al. The validity of Iran's national university entrance examination (Konkoor) for predicting medical students' academic performance. BMC Med Educ. 2012;12:60. [Link] [DOI:10.1186/1472-6920-12-60]
4. Popa-Velea O, Pîrvan I, Diaconescu LV. The impact of self-efficacy, optimism, resilience and perceived stress on academic performance and its subjective evaluation: A cross-sectional study. Int J Environ Res Public Health. 2021;18(17):8911. [Link] [DOI:10.3390/ijerph18178911]
5. Usán P, Salavera C, Quílez-Robres A. Self-efficacy, optimism, and academic performance as psychoeducational variables: Mediation approach in students. Children (Basel). 2022;9(3):420. [Link] [DOI:10.3390/children9030420]
6. Li F, Mohammaddokht F, Hosseini HM, Fathi J. Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon. 2023;9(2):e13735. [Link] [DOI:10.1016/j.heliyon.2023.e13735]
7. Eshel Y, Kimhi S, Marciano H, Adini B. Components of unrealistic optimism of college students: The case of the COVID-19 pandemic. Front Psychol. 2021;12:763581. [Link] [DOI:10.3389/fpsyg.2021.763581]
8. Teimouri L, Rezaei A, Mohammadzadeh AA. Comparative study of hope, academic achievement motivation, and academic self-concept among students with and without learning disabilities. J Learn Disabilities. 2020;9(2):7-35. [Persian] [Link]
9. Ghadampour E, Heidaryani L, Barzegar-Bafroui M, Dehghan-Menshadi M. The role of academic hope and perceived emotional support in predicting academic welfare. Res Med Educ. 2018;10(3):47-57. [Persian] [Link] [DOI:10.29252/rme.10.3.47]
10. Izadpanah S, Rezaei YM. Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners. Front Psychol. 2022;13. [Link] [DOI:10.3389/fpsyg.2022.997903]
11. Sun Y, Yu H, Wu X, Ma C. Sense of hope affects secondary school students' mental health: A moderated mediation model. Front Psychol. 2023;14:1097894. [Link] [DOI:10.3389/fpsyg.2023.1097894]
12. Rand KL, Shanahan ML, Fischer IC, Fortney SK. Hope and optimism as predictors of academic performance and subjective well-being in college students. Learn Individ Difference. 2020;81:101906. [Link] [DOI:10.1016/j.lindif.2020.101906]
13. Duncan AR, Hellman CM. The potential protective effect of hope on students' experience of perceived stress and burnout during medical school. Perm J. 2020;24:19240. [Link] [DOI:10.7812/TPP/19.240]
14. Fuster-Guillén D, Díaz Vergara C, Guillén Aparicio P, Graciela Barzola Loayza M, Alva Borjas M. Effect of cognitive learning strategy on academic stress of the university students in COVID-19 context. Health Educ Health Promot. 2021;9(5):535-41. [Link]
15. Yaribeygi H, Panahi Y, Sahraei H, Johnston TP, Sahebkar A. The impact of stress on body function: A review. EXCLI J. 2017;16:1057-72. [Link]
16. Mofatteh M. Risk factors associated with stress, anxiety, and depression among university undergraduate students. AIMS Public Health. 2020;8(1):36-65. [Link] [DOI:10.3934/publichealth.2021004]
17. Zhang N, Rabatsky A. Effects of test stress during an objective structured clinical examination. J Chiropr Educ. 2015;29(2):139-44. [Link] [DOI:10.7899/JCE-14-17]
18. Koudela-Hamila S, Smyth J, Santangelo P, Ebner-Priemer U. Examination stress in academic students: A multimodal, real-time, real-life investigation of reported stress, social contact, blood pressure, and cortisol. J Am Coll Health. 2022;70(4):1047-58. [Link] [DOI:10.1080/07448481.2020.1784906]
19. Alborzkouh P, Nabati M, Zainali M, Abed Y, Shahgholy Ghahfarokhi F. A review of the effectiveness of stress management skills training on academic vitality and psychological well-being of college students. J Med Life. 2015;8(Spec Iss 4):39-44. [Link]
20. Amanvermez Y, Zhao R, Cuijpers P, de Wit LM, Ebert DD, Kessler RC, et al. Effects of self-guided stress management interventions in college students: A systematic review and meta-analysis. Internet Interv. 2022;28:100503. [Link] [DOI:10.1016/j.invent.2022.100503]
21. Antoni MH, Lechner S, Diaz A, Vargas S, Holley H, Phillips K, et al. Cognitive behavioral stress management effects on psychosocial and physiological adaptation in women undergoing treatment for breast cancer. Brain Behav Immun. 2009;23(5):580-91. [Link] [DOI:10.1016/j.bbi.2008.09.005]
22. Shariatkhah J, Farajzadeh Z, Khazaee K. The effects of cognitive-behavioral stress management on nurses' job stress. Iran J Nurs Midwifery Res. 2017;22(5):398-402. [Link]
23. Tschannen‐Moran M, Bankole RA, Mitchell RM, Moore DM. Student academic optimism: a confirmatory factor analysis. J Educ Administration. 2013;51(2):150-75. [Link] [DOI:10.1108/09578231311304689]
24. Ghadampour E, Amirian L, Khalili Geshnegani Z, Naghi Biranvand F. Evaluate the psychometric properties of Tschannen‐Moran et al academic optimism students. Q Educ Measurement 2017;7(27):45-64. [Persian] [Link]
25. Snyder CR, Sympson SC, Ybasco FC, Borders TF, Babyak MA, Higgins RL. Development and validation of the state hope scale. J Pers Soc Psychol. 1996;70(2):321-35. [Link] [DOI:10.1037/0022-3514.70.2.321]
26. Hassani SF, Tizdast T, Zarbakhsh MR. The role of self-compassion and hope in the relationship between psychological wellbeing, maladaptive schemas, resilience, and social support in women with multiple sclerosis. J Client Centered Nurs Care. 2021;7(3):195-204. [Link] [DOI:10.32598/JCCNC.7.3.372.1]
27. Sahranavard S, Esmaeili A, Dastjerdi R, Salehiniya H. The effectiveness of stress-management-based cognitive-behavioral treatments on anxiety sensitivity, positive and negative affect and hope. Biomedicine (Taipei). 2018;8(4):23. [Link] [DOI:10.1051/bmdcn/2018080423]
28. Markert C, Gomm C, Ehlert U, Gaab J, Nater UM. Effects of cognitive-behavioral stress management training in individuals with functional somatic symptoms- an exploratory randomized controlled trial. Stress. 2019;22(6):696-706. [Link] [DOI:10.1080/10253890.2019.1625329]
29. Lopez C, Antoni M, Penedo F, Weiss D, Cruess S, Segotas MC, et al. A pilot study of cognitive behavioral stress management effects on stress, quality of life, and symptoms in persons with chronic fatigue syndrome. J Psychosom Res. 2011;70(4):328-34. [Link] [DOI:10.1016/j.jpsychores.2010.11.010]
30. Ghazavi Z, Rahimi E, Yazdani M, Afshar H. Effect of cognitive behavioral stress management program on psychosomatic patients' quality of life. Iran J Nurs Midwifery Res. 2016;21(5):510-5. [Link] [DOI:10.4103/1735-9066.193415]
31. Walsh EA, Antoni MH, Popok PJ, Moreno PI, Penedo FJ. Effects of a randomized-controlled trial of cognitive behavioral stress management: Psychosocial adaptation and immune status in men with early-stage prostate cancer. Gen Hosp Psychiatry. 2022;79:128-34. [Link] [DOI:10.1016/j.genhosppsych.2022.10.012]
32. Acevedo-Ibarra JN, Juárez-García DM, Espinoza-Velazco A, Buenaventura-Cisneros S. Cognitive Behavioral Stress Management intervention in Mexican colorectal cancer patients: Pilot study. Psychooncology. 2019;28(7):1445-52. [Link] [DOI:10.1002/pon.5094]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |